ePortfolios are re-shaping the landscape of higher education through changes in how students learn and how faculty teach. To be considered a meaningful mechanism for the development of knowledge, ePortfolios must focus on reflection and the assessment of that reflection, and enable the creation of connections between learning experiences that happen in various contexts and environments, thus supporting deep learning.
ePortfolio, using PebblePad, was implemented as an innovative assessment tool in an Indigenous business course - 3100AFE Engaging with Aboriginal & Torres Strait Islander Business Communities. In this presentation we will take you through how the student learning needs were addressed by use of PebblePad as an ePortfolio platform, impact of its use, and the key issues - what worked and what did not, and advice for other academics who are thinking to (1) use eportfolios as an assessment tool, and (2) use of PebblePad as an ePortfolio tool.
Technology Enhanced Situated Learning and Virtual Skills Rehearsal in Workfor...Alan Bruce
This document summarizes a study that compared the effectiveness of technology-enhanced situated learning (TEL) to traditional classroom training for workforce development. The study was conducted with social service employers in Glasgow and Perth, Scotland. It found that TEL was at least as effective as classroom training, and led to marginally better retention of the material. Learners also reported finding it easier to apply skills learned through TEL directly in the workplace. The document discusses using mobile devices and augmented reality techniques to support TEL, and potential applications and challenges in expanding the approach.
Professor Gilly Salmon, CEO & Principal Consultant at Education Alchemists Ltd.
Now and next: Adult education and training in a post-pandemic world. How we can grasp the disruption and turn it into a sustainable and valuable way forward.
Academic Integrity is an issue that affects us all. DCU is a partner in an Erasmus plus funded project led by Ilia State University in Georgia. The purpose of this project is to investigate the whole area of academic integrity and to investigate ways to address the challenge of this very relevant topic. This paper will highlight the opportunities available through both Moodle and Mahara, essentially taking a “prevention is better than cure” approach.
This document discusses developing high quality online and blended learning courses for professionals. It outlines the EU's School Education Gateway program which provides extensive online teacher professional development. Effective online teacher PD incorporates reflection, authentic tasks, and communities of practice. The Conversational Framework models the learning process through different types of interactions. The Learning Designer tool allows teachers to design blended learning activities based on this framework and share their designs. The Blended and Online Learning Design MOOC will use these approaches to collaboratively build knowledge around online course design.
1) The document discusses professional development planning (PDP) practices across higher education provision.
2) It aims to raise awareness of current PDP practices, create a forum for discussion on barriers and best practices, and encourage tutors to design and pilot new PDP structures for students.
3) Activities discussed include developing a shared understanding of PDP, sharing current practices, and discussing ways to further develop PDP activities within the organization.
This document summarizes a study on using technology-enhanced situated learning and virtual skills rehearsal for workforce development. The study compared the effectiveness of these mobile-based, workplace learning methods to traditional classroom training. Key findings included that the technology-enhanced approach was at least as effective as classroom training, improved application of learning to practice, and led to marginally better retention of the material. The document discusses potential applications and benefits of these methods, such as increased access and flexibility, as well as challenges like financial constraints.
Success and Sustainability - Resource development for supporting ePortfolio e...ePortfolios Australia
(1) The document discusses the evolution of ePortfolio support at QUT from 2003 to the present, focusing on reflective practice and curriculum integration.
(2) A holistic integrated support model was developed including engagement with students, careers services, and faculties to provide workshops, presentations and curriculum collaboration.
(3) Support resources were created including websites, hands-on sessions, videos and step-by-step guides to help students use ePortfolios and develop reflective writing skills in relation to industry standards and career development.
1) The document discusses the structure and vision of an eCPD (electronic continuing professional development) program that aims to excite participants, support organizational e-learning strategies, and embed sustainable e-learning practices.
2) The program includes 30 hours of CPD training, an online learning space, and links to other programs and agencies to develop and sustain effective e-learning practices.
3) The role of PDAs (professional development advisors) in the program is outlined, including reviewing current e-learning, creating action plans, mentoring colleagues, and facilitating innovation to improve teaching and learning through technology.
Technology Enhanced Situated Learning and Virtual Skills Rehearsal in Workfor...Alan Bruce
This document summarizes a study that compared the effectiveness of technology-enhanced situated learning (TEL) to traditional classroom training for workforce development. The study was conducted with social service employers in Glasgow and Perth, Scotland. It found that TEL was at least as effective as classroom training, and led to marginally better retention of the material. Learners also reported finding it easier to apply skills learned through TEL directly in the workplace. The document discusses using mobile devices and augmented reality techniques to support TEL, and potential applications and challenges in expanding the approach.
Professor Gilly Salmon, CEO & Principal Consultant at Education Alchemists Ltd.
Now and next: Adult education and training in a post-pandemic world. How we can grasp the disruption and turn it into a sustainable and valuable way forward.
Academic Integrity is an issue that affects us all. DCU is a partner in an Erasmus plus funded project led by Ilia State University in Georgia. The purpose of this project is to investigate the whole area of academic integrity and to investigate ways to address the challenge of this very relevant topic. This paper will highlight the opportunities available through both Moodle and Mahara, essentially taking a “prevention is better than cure” approach.
This document discusses developing high quality online and blended learning courses for professionals. It outlines the EU's School Education Gateway program which provides extensive online teacher professional development. Effective online teacher PD incorporates reflection, authentic tasks, and communities of practice. The Conversational Framework models the learning process through different types of interactions. The Learning Designer tool allows teachers to design blended learning activities based on this framework and share their designs. The Blended and Online Learning Design MOOC will use these approaches to collaboratively build knowledge around online course design.
1) The document discusses professional development planning (PDP) practices across higher education provision.
2) It aims to raise awareness of current PDP practices, create a forum for discussion on barriers and best practices, and encourage tutors to design and pilot new PDP structures for students.
3) Activities discussed include developing a shared understanding of PDP, sharing current practices, and discussing ways to further develop PDP activities within the organization.
This document summarizes a study on using technology-enhanced situated learning and virtual skills rehearsal for workforce development. The study compared the effectiveness of these mobile-based, workplace learning methods to traditional classroom training. Key findings included that the technology-enhanced approach was at least as effective as classroom training, improved application of learning to practice, and led to marginally better retention of the material. The document discusses potential applications and benefits of these methods, such as increased access and flexibility, as well as challenges like financial constraints.
Success and Sustainability - Resource development for supporting ePortfolio e...ePortfolios Australia
(1) The document discusses the evolution of ePortfolio support at QUT from 2003 to the present, focusing on reflective practice and curriculum integration.
(2) A holistic integrated support model was developed including engagement with students, careers services, and faculties to provide workshops, presentations and curriculum collaboration.
(3) Support resources were created including websites, hands-on sessions, videos and step-by-step guides to help students use ePortfolios and develop reflective writing skills in relation to industry standards and career development.
1) The document discusses the structure and vision of an eCPD (electronic continuing professional development) program that aims to excite participants, support organizational e-learning strategies, and embed sustainable e-learning practices.
2) The program includes 30 hours of CPD training, an online learning space, and links to other programs and agencies to develop and sustain effective e-learning practices.
3) The role of PDAs (professional development advisors) in the program is outlined, including reviewing current e-learning, creating action plans, mentoring colleagues, and facilitating innovation to improve teaching and learning through technology.
Designing Active Learning in Moodle – a preview of the Learning Designer tools Eileen Kennedy, D. N. Dimakopoulos, Diana Laurillard
Presented at Moodlemoot Edinburgh 2014
www.moodlemoot.ie
The document outlines Warwickshire County Council's e-learning community project. It discusses how ICT can motivate students and engage them in learning. It also describes the goals of implementing interactive whiteboards, the national e-strategy, and ingredients for a successful We-Learn classroom, which includes teacher training and students having online learning spaces. Key dates for the project include all students having online spaces by 2008 and all schools using learning platforms by 2010.
Alan fletcher presentation online 3 from csalgrhythm
This document summarizes a presentation on sustaining English language teaching projects overseas through communities of practice (CoPs). It discusses that effective continuing professional development (CPD) through CoPs can improve teacher pedagogy, learning outcomes, and ultimately project sustainability. While CoPs have benefits according to literature, practical challenges include managing teacher resistance to change and restrictive local cultures. The presentation proposes implementing CoPs online to connect dispersed teachers, and utilizing strategies like the IDEAS model to address resistance through communication and participation. It also provides examples of online collaborative activities and discusses considering management issues, a SWOT analysis, and an implementation schedule to successfully establish CoPs.
Applying design thinking to reimagine our First Year Experience - EFYE 2017 B...clairemcdonnell5
Presentation given at European First Year Experience conference. This session presented the lessons learned as well as the outcomes of evaluations undertaken for 20 prototype projects to enhance the First Year Experience that were implemented in three higher education institutions in Dublin in 2015-6 (Dublin Institute of Technology, Institute of Technology Tallaght and Institute of Technology Blanchardstown). Recommendations that we can now make at an institutional level regarding which initiatives could and should be implemented more widely and the next steps required are also discussed as are findings that we feel can be extended more widely to other higher education institutions.
Slides from ISD Digital Roadshow @IOE 29th June 2016, 'Digital capabilities'Moira Wright
Slide presentation from ISD Digital Roadshow @ IOE
Diana Laurillard, Professor of Learning with Digital Technologies in the London Knowledge Lab at UCL IOE
1) The document discusses a program called Stepping into Your Future that provides online test preparation courses in math and English to help students in California pass high school exit exams.
2) It describes the collaborative development process involving multiple colleges and organizations. Courses were piloted in 2007-2009 and have since expanded statewide.
3) Evaluation found the program increased student retention and pass rates on exit exams, with over 5,000 students enrolled in 2008. It provides a cost-effective way to deliver test preparation at scale statewide.
Teaching blended learning through a blended community of inquirystefanstenbom
The document outlines an agenda for a course on blended learning that brings together faculty in Sweden to foster a community of inquiry. The course aims to review principles of blended teaching and design through a blended format that incorporates both face-to-face and online elements. The community of inquiry framework structures the course, focusing on teaching, social, and cognitive presences to support purposeful critical inquiry among participants.
The Motivate-ing project continued recording data from the JISC SWaNI Motivate Project to include full academic year findings, and created a guide to the use of SMS and other messaging services in teaching & learning.This workshops aims to share and evaluate the findings, resources and guides developed.
Jisc conference 2012
The document discusses the MOSEP project which aimed to develop an online training course for e-portfolio tutors. The goal was to help 14-16 year olds develop self-esteem and skills for lifelong learning by using e-portfolios. Teachers were trained on supporting self-reflection, identifying strengths, and using e-portfolios. The online course was tested with positive feedback on structure, comprehensibility, and helping reflection. Overall, the project aimed to promote skills for career-planning and reducing dropout rates among youth.
The document outlines a mixed methods evaluation design for a project enhancing student support and 4IR readiness at Unisa. It describes 7 activities to be implemented from 2021-2023 including developing learning programs, analytics capabilities, MOOCs, a student support app, and digital learning objects. Both quantitative and qualitative data will be collected sequentially to assess effectiveness, with quantitative data expanded upon by qualitative findings. Overall the evaluation aims to provide evidence of effectiveness and acknowledge the broader system context.
A model for the development of technology-enhanced practice Jisc
This document outlines a model for the DigiLearn initiative at the University of Central Lancashire, which aims to develop technology-enhanced practice among educators. It describes the three levels - Practitioner, Advocate, and Champion - that educators can progress through by completing digital pathways and criteria. These include using Microsoft technologies, gaining certifications, buddying with colleagues, and promoting technology-enabled teaching. Early evaluations found the program increased skills and support networks. It has expanded to include a Sector Community for sharing practices more widely.
[OOFHEC2018] Carina Ginty: An open education resource supporting a peer assis...EADTU
The document describes a peer assisted learning (PAL) student leadership programme at Galway-Mayo Institute of Technology (GMIT) in Ireland. It involves 100 student leaders annually who facilitate one-hour weekly sessions to support over 1,700 first-year students across four campuses and all disciplines. An online education resource was developed in 2017 to support a flipped classroom approach for the student leaders. Feedback from student leaders found the most engaging parts were videos, quizzes, and activities on how to run PAL sessions. The blended learning approach with the online resource and classroom training effectively prepared student leaders for their roles.
Virtual Mobility in Higher Education: Appraising the Impact of a VE Project d...Florence Le Baron-Earle
This document outlines a virtual exchange project between the University of Limerick and 5 partner universities during the COVID-19 pandemic. The project, called Erasmus Speaks, involved 678 students across the universities completing 3 collaborative tasks focused on language learning and cultural exchange over 6 weeks. The tasks included creating multimedia presentations on their campus culture, discussing films in the target language, and conducting interviews on cultural artifacts. While there were challenges related to scheduling and language proficiency, feedback found the tasks increased students' confidence in communicating and cultural awareness. The project demonstrated how well-designed collaborative online intercultural activities can support language learning during disruptions to traditional study abroad.
The project aimed to create shared online resources for physics teachers across six colleges to improve student performance. Initial results showed higher achievement, and teachers benefited from collaboration. Resources were uploaded to a common online system. Subject groups met to coordinate lessons, practical assessments, and a common curriculum. This led colleges to agree on a common physics specification and training from 2013. Sharing reduced workload while improving solutions. The future will assess interactive features and the full impact on student outcomes from consistent teaching resources.
This document outlines the DigiTeL Pro project, which aims to provide professional development for digital teaching and learning across Europe. The objectives are to 1) explore educational needs within and after the COVID era, 2) exchange expertise on hybrid, blended, and online learning, and 3) design and deliver continuing education courses to support digital curriculum development. Several intellectual outputs are described, including developing courses on synchronous hybrid education, blended education, and online/distance education. The courses will be designed based on research and best practices to reinforce universities' ability to provide high-quality digital education.
This document provides information on the TQR Project Palm which is a teacher professional development project conducted in May 2010 that focused on reinvigorating instruction in areas like instructional design, e-learning, and assessment. The project aimed to provide timely learning opportunities for teachers to improve their teaching practice in these areas using educational technologies. It also sought to identify teacher needs, enable collaboration, and enhance capabilities across TQR Institutes.
This document provides a quarterly update on the GP-AP Schools Learning Programme from March 2014. It describes the formation of 5 communities of practice across 4 subject areas involving 5 GP schools and 14 AP schools. Key aspects of the program include 40 hours of research partner support for each GP school, 30 hours of common professional development for teachers, and the goal of having at least one unit/topic designed or refined per school. Intended outcomes include the development of 5 ICT-pedagogical models from GP schools and 19 sets of action research findings from both GP and AP schools.
The document describes the implementation of a multimedia ePortfolio project at a school in the UK to support student learning, achievement, and career progression. Some key findings from the project include that students were able to develop ICT skills to create their ePortfolios, enjoyed the creative aspect, and found their ePortfolios useful for organizing evidence and preparing for interviews. However, teachers need more training and support, and opportunities need to be provided for students to formally present their ePortfolios. The recommendations encourage fully integrating ePortfolios into the school's vision and curriculum with support systems in place.
Implementing a multimedia ePortfolio to support student learning, achievemen...John Pallister
The document describes the implementation of a multimedia ePortfolio project at a school in the UK to support student learning, achievement, and career progression. Some key findings from the project include that students were able to develop ICT skills to create their ePortfolios, enjoyed the creative aspect, and found their ePortfolios useful for organizing evidence and preparing for interviews. However, teachers need more training and support, and opportunities need to be provided for students to formally present their ePortfolios. The document recommends a structured process and environment for successful ePortfolio implementation.
Designing Active Learning in Moodle – a preview of the Learning Designer tools Eileen Kennedy, D. N. Dimakopoulos, Diana Laurillard
Presented at Moodlemoot Edinburgh 2014
www.moodlemoot.ie
The document outlines Warwickshire County Council's e-learning community project. It discusses how ICT can motivate students and engage them in learning. It also describes the goals of implementing interactive whiteboards, the national e-strategy, and ingredients for a successful We-Learn classroom, which includes teacher training and students having online learning spaces. Key dates for the project include all students having online spaces by 2008 and all schools using learning platforms by 2010.
Alan fletcher presentation online 3 from csalgrhythm
This document summarizes a presentation on sustaining English language teaching projects overseas through communities of practice (CoPs). It discusses that effective continuing professional development (CPD) through CoPs can improve teacher pedagogy, learning outcomes, and ultimately project sustainability. While CoPs have benefits according to literature, practical challenges include managing teacher resistance to change and restrictive local cultures. The presentation proposes implementing CoPs online to connect dispersed teachers, and utilizing strategies like the IDEAS model to address resistance through communication and participation. It also provides examples of online collaborative activities and discusses considering management issues, a SWOT analysis, and an implementation schedule to successfully establish CoPs.
Applying design thinking to reimagine our First Year Experience - EFYE 2017 B...clairemcdonnell5
Presentation given at European First Year Experience conference. This session presented the lessons learned as well as the outcomes of evaluations undertaken for 20 prototype projects to enhance the First Year Experience that were implemented in three higher education institutions in Dublin in 2015-6 (Dublin Institute of Technology, Institute of Technology Tallaght and Institute of Technology Blanchardstown). Recommendations that we can now make at an institutional level regarding which initiatives could and should be implemented more widely and the next steps required are also discussed as are findings that we feel can be extended more widely to other higher education institutions.
Slides from ISD Digital Roadshow @IOE 29th June 2016, 'Digital capabilities'Moira Wright
Slide presentation from ISD Digital Roadshow @ IOE
Diana Laurillard, Professor of Learning with Digital Technologies in the London Knowledge Lab at UCL IOE
1) The document discusses a program called Stepping into Your Future that provides online test preparation courses in math and English to help students in California pass high school exit exams.
2) It describes the collaborative development process involving multiple colleges and organizations. Courses were piloted in 2007-2009 and have since expanded statewide.
3) Evaluation found the program increased student retention and pass rates on exit exams, with over 5,000 students enrolled in 2008. It provides a cost-effective way to deliver test preparation at scale statewide.
Teaching blended learning through a blended community of inquirystefanstenbom
The document outlines an agenda for a course on blended learning that brings together faculty in Sweden to foster a community of inquiry. The course aims to review principles of blended teaching and design through a blended format that incorporates both face-to-face and online elements. The community of inquiry framework structures the course, focusing on teaching, social, and cognitive presences to support purposeful critical inquiry among participants.
The Motivate-ing project continued recording data from the JISC SWaNI Motivate Project to include full academic year findings, and created a guide to the use of SMS and other messaging services in teaching & learning.This workshops aims to share and evaluate the findings, resources and guides developed.
Jisc conference 2012
The document discusses the MOSEP project which aimed to develop an online training course for e-portfolio tutors. The goal was to help 14-16 year olds develop self-esteem and skills for lifelong learning by using e-portfolios. Teachers were trained on supporting self-reflection, identifying strengths, and using e-portfolios. The online course was tested with positive feedback on structure, comprehensibility, and helping reflection. Overall, the project aimed to promote skills for career-planning and reducing dropout rates among youth.
The document outlines a mixed methods evaluation design for a project enhancing student support and 4IR readiness at Unisa. It describes 7 activities to be implemented from 2021-2023 including developing learning programs, analytics capabilities, MOOCs, a student support app, and digital learning objects. Both quantitative and qualitative data will be collected sequentially to assess effectiveness, with quantitative data expanded upon by qualitative findings. Overall the evaluation aims to provide evidence of effectiveness and acknowledge the broader system context.
A model for the development of technology-enhanced practice Jisc
This document outlines a model for the DigiLearn initiative at the University of Central Lancashire, which aims to develop technology-enhanced practice among educators. It describes the three levels - Practitioner, Advocate, and Champion - that educators can progress through by completing digital pathways and criteria. These include using Microsoft technologies, gaining certifications, buddying with colleagues, and promoting technology-enabled teaching. Early evaluations found the program increased skills and support networks. It has expanded to include a Sector Community for sharing practices more widely.
[OOFHEC2018] Carina Ginty: An open education resource supporting a peer assis...EADTU
The document describes a peer assisted learning (PAL) student leadership programme at Galway-Mayo Institute of Technology (GMIT) in Ireland. It involves 100 student leaders annually who facilitate one-hour weekly sessions to support over 1,700 first-year students across four campuses and all disciplines. An online education resource was developed in 2017 to support a flipped classroom approach for the student leaders. Feedback from student leaders found the most engaging parts were videos, quizzes, and activities on how to run PAL sessions. The blended learning approach with the online resource and classroom training effectively prepared student leaders for their roles.
Virtual Mobility in Higher Education: Appraising the Impact of a VE Project d...Florence Le Baron-Earle
This document outlines a virtual exchange project between the University of Limerick and 5 partner universities during the COVID-19 pandemic. The project, called Erasmus Speaks, involved 678 students across the universities completing 3 collaborative tasks focused on language learning and cultural exchange over 6 weeks. The tasks included creating multimedia presentations on their campus culture, discussing films in the target language, and conducting interviews on cultural artifacts. While there were challenges related to scheduling and language proficiency, feedback found the tasks increased students' confidence in communicating and cultural awareness. The project demonstrated how well-designed collaborative online intercultural activities can support language learning during disruptions to traditional study abroad.
The project aimed to create shared online resources for physics teachers across six colleges to improve student performance. Initial results showed higher achievement, and teachers benefited from collaboration. Resources were uploaded to a common online system. Subject groups met to coordinate lessons, practical assessments, and a common curriculum. This led colleges to agree on a common physics specification and training from 2013. Sharing reduced workload while improving solutions. The future will assess interactive features and the full impact on student outcomes from consistent teaching resources.
This document outlines the DigiTeL Pro project, which aims to provide professional development for digital teaching and learning across Europe. The objectives are to 1) explore educational needs within and after the COVID era, 2) exchange expertise on hybrid, blended, and online learning, and 3) design and deliver continuing education courses to support digital curriculum development. Several intellectual outputs are described, including developing courses on synchronous hybrid education, blended education, and online/distance education. The courses will be designed based on research and best practices to reinforce universities' ability to provide high-quality digital education.
This document provides information on the TQR Project Palm which is a teacher professional development project conducted in May 2010 that focused on reinvigorating instruction in areas like instructional design, e-learning, and assessment. The project aimed to provide timely learning opportunities for teachers to improve their teaching practice in these areas using educational technologies. It also sought to identify teacher needs, enable collaboration, and enhance capabilities across TQR Institutes.
This document provides a quarterly update on the GP-AP Schools Learning Programme from March 2014. It describes the formation of 5 communities of practice across 4 subject areas involving 5 GP schools and 14 AP schools. Key aspects of the program include 40 hours of research partner support for each GP school, 30 hours of common professional development for teachers, and the goal of having at least one unit/topic designed or refined per school. Intended outcomes include the development of 5 ICT-pedagogical models from GP schools and 19 sets of action research findings from both GP and AP schools.
The document describes the implementation of a multimedia ePortfolio project at a school in the UK to support student learning, achievement, and career progression. Some key findings from the project include that students were able to develop ICT skills to create their ePortfolios, enjoyed the creative aspect, and found their ePortfolios useful for organizing evidence and preparing for interviews. However, teachers need more training and support, and opportunities need to be provided for students to formally present their ePortfolios. The recommendations encourage fully integrating ePortfolios into the school's vision and curriculum with support systems in place.
Implementing a multimedia ePortfolio to support student learning, achievemen...John Pallister
The document describes the implementation of a multimedia ePortfolio project at a school in the UK to support student learning, achievement, and career progression. Some key findings from the project include that students were able to develop ICT skills to create their ePortfolios, enjoyed the creative aspect, and found their ePortfolios useful for organizing evidence and preparing for interviews. However, teachers need more training and support, and opportunities need to be provided for students to formally present their ePortfolios. The document recommends a structured process and environment for successful ePortfolio implementation.
The document discusses the use of e-portfolios in elementary classrooms. E-portfolios can increase student engagement, foster collaboration, and provide alternative ways to assess student learning. They allow students to capture and store their work and help explain their understanding. The adoption of e-portfolios follows an S-curve and takes time as it is an emerging technology. Strategies like workshops and examples can help more teachers adopt e-portfolios.
E Portfolios Storyboard Presentation Update Week 9Charlotte Vaughn
The document discusses the use of e-portfolios in elementary classrooms. It describes how e-portfolios can increase student engagement, foster collaboration, and provide alternative ways to assess student learning. It then outlines Rogers' innovation adoption model and discusses how e-portfolios have progressed through the different stages of adoption, from needs identification to commercialization. Key strategies are provided to help more teachers adopt the use of e-portfolios.
E Portfolios Storyboard Presentation Update Week 9Charlotte Vaughn
The document discusses the use of e-portfolios in elementary classrooms. E-portfolios can increase student engagement, foster collaboration, and provide alternative ways to assess student learning. They allow students to capture and store their work and help explain their understanding. The adoption of e-portfolios follows an S-curve and requires strategies like workshops and examples to help teachers at different stages of adoption implement the technology. Change agents like literacy coaches can help drive adoption by addressing needs, sharing information, and providing support.
FLEX Good Standing Pilot with Kath Botham and Dr Peter Gossman, Imperial Coll...Chrissi Nerantzi
The document discusses a pilot project at Manchester Metropolitan University that uses e-portfolios to help academics demonstrate their ongoing professional development and remain in "good standing" for their Higher Education Academy fellowship, with the goals of encouraging reflective practice, ongoing professional conversations, and capturing evidence of learning and achievements over time. The project involves academics creating reflective accounts in their e-portfolios of their professional development activities and receiving feedback from peers.
1. The document discusses innovations in using multimedia tools to enhance student engagement in language learning. It provides examples of projects using tools like WebCT, audio/video software, and digital language labs.
2. Feedback from students was generally positive, noting benefits like increased motivation, individualized learning, and preparation for real-world language use.
3. Issues discussed include the need for appropriate pedagogical models, staff training, and balancing the benefits of technology with other teaching methods. Future plans focus on disseminating best practices and developing additional resources.
engaging young learners in the ePortfolio processJohn Pallister
1. The document discusses engaging young learners in the ePortfolio process and outlines strategies used at one school to involve students.
2. The school implemented a multimedia ePortfolio system for students from years 7 through 12 and provided support to help students compile and update their portfolios.
3. Teachers observed that students enjoyed working with their ePortfolios, were proud to discuss their achievements, and developed important ICT and reflection skills through the process.
Using the D2L ePortfolio Tool as a High Impact PracticeD2L Barry
Presentation at 2019 D2L Connection at Normandale CC on April 5, 2019
Using the D2L ePortfolio Tool as a High Impact Practice- Kelly LaVenture, Bemidji State University and Katie Subra Winona State University
This document describes the Carpe Diem approach to curriculum design and renewal. Carpe Diem involves intensive 1-2 day workshops with multidisciplinary teams to redesign learning outcomes and assessments. Over 400 Carpe Diem workshops have been completed across disciplines. Key aspects include focusing on the future student experience, collaborative teamwork, and producing an action plan. Carpe Diem has been used successfully at the University of Liverpool and other institutions to renew programs and individual modules in an outcomes-driven manner. Evaluations found it promotes engagement, understanding, and innovation among both students and staff.
Policy drivers and trends. Purposes of e-portfolios. Engaging learners and staff. Threshold concepts as they relate to e-portfolios. Introduction to the e-portfolios infoKit on the JISC infoNet website.
The document discusses the transformation of education to equip students with 21st century skills. It notes a massive increase in online knowledge and expanded access to learning through technology. Local competition is intensifying as government funding decreases. Employers seek "T-shaped" students and staff with both in-depth skills and broad social, entrepreneurial, and critical thinking abilities. The document outlines reforms to focus on student-centered, project-based learning with employer links and opportunities to earn while learning. Staff development emphasizes collaboration and moving away from external consultants to develop expert teachers and students.
This document provides guidance on implementing a flipped classroom approach for online teaching and learning. It defines a flipped classroom as delivering instructional content online before class so class time can be used for hands-on activities and collaboration. The document outlines best practices for the pre-class, in-class, and post-class phases and recommends several free digital tools that can help implement each phase, such as Khan Academy for pre-class videos, Google Classroom for in-class assignments, and YouTube for student project sharing. The goal of a flipped classroom is to actively engage students in applying their new knowledge during class.
The project aimed to build on previous AFLF research on embedding e-learning innovation and investigate models for overcoming barriers to e-learning implementation. The barriers identified were lack of time, poor alignment with work priorities, insufficient management support and a lack of organizational strategic focus on e-learning. The project involved staff from TNQ TAFE reflecting on e-learning competencies, refining resources and strategies, and reinvigorating their professional learning approach through collaborative action learning projects using an online platform. A review found both enablers and barriers to the professional development model used.
Driving student outcomes and success: What’s next for the retention pilot pro...LearningandTeaching
As part of the Navitas 2020 Strategic Project on Retention, Learning and Teaching Services has been investigating and evaluating current practice both within our colleges and externally, developing a Retention Driver Tree to identify the activities that make a difference to the student experience.
In a recent webinar, Maria Spies and Suneeti Rekhari unpacked retention strategies and explored deeper into the impact of current retention pilots at Deakin and La Trobe Colleges.
Maria Spies outlined the Retention Driver Tree and the factors contributing to student experience and success. Suneeti Rekhari explained the processes used to plan, implement and evaluate the retention interventions, and the early indicators and outcomes emerging from the Colleges. Through this presentation, they discussed what these initial findings mean for the Retention Driver Tree and the next steps in addressing retention.
The document discusses strategies for engaging learners in the ePortfolio process. It describes what an ePortfolio is and the benefits it can provide to learners' development, learning, and motivation. It outlines the ePortfolio process and how schools can support learners by providing tools and training teachers. It also shares findings from a school that implemented ePortfolios, finding most learners enjoyed creating them and felt it helped develop skills, though some older students saw it as extra work. Overall it emphasizes the importance of a whole-school approach, appropriate tools, and supporting learners' understanding of the value and process.
1) The document outlines the direction and priorities for learning and teaching at the University of Northampton, as presented by Prof Alejandro Armellini.
2) Key priorities include providing high quality online and blended learning programs, professional development for faculty through the C@N-DO program, and promoting openness through the Open Northampton initiative.
3) Principles that will guide these priorities are designing learning that is low-cost but high-value, sustainable by reusing content, and forward-looking by incorporating techniques like rapid feedback. The presentation inspires attendees to consider how their own teaching can reflect these changes at the university.
These PechaKucha style presentations (20 slides at 20 seconds each) from attendees at the event will focus on how they have implemented digital capabilities to enhance learning and teaching at their institutions.
With contributions from:
Julian Bream, Westminster Kingsway College
Lynn Danzig, College of North West London
John Hindmarsh, Westminster Kingsway College
Wendy Peskett, Google certified trainer
Joanna Teague, Oaklands College
Paulo Ribeirinho, product manager for Office 365 Education
This document discusses the use of Project Sites on the Vula learning management system for student ePortfolios in the Postgraduate Diploma in Educational Technology program at the University of Cape Town. It provides context on the definition and purpose of ePortfolios, outlines previous ePortfolio initiatives at UCT, and describes how Project Sites have been implemented for the PG Diploma students. The document also discusses challenges with ePortfolio initiatives and considerations for designing effective ePortfolio processes and platforms.
Similar a Implementation of PebblePad ePortfolios as an assessment tool in a mixed-mode Indigenous business course. Kinley Khamsum, Kerry Bodle (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.
This document provides an overview of wound healing, its functions, stages, mechanisms, factors affecting it, and complications.
A wound is a break in the integrity of the skin or tissues, which may be associated with disruption of the structure and function.
Healing is the body’s response to injury in an attempt to restore normal structure and functions.
Healing can occur in two ways: Regeneration and Repair
There are 4 phases of wound healing: hemostasis, inflammation, proliferation, and remodeling. This document also describes the mechanism of wound healing. Factors that affect healing include infection, uncontrolled diabetes, poor nutrition, age, anemia, the presence of foreign bodies, etc.
Complications of wound healing like infection, hyperpigmentation of scar, contractures, and keloid formation.
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...PECB
Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
Certified as an ISO/IEC 27001: Information Security Management Systems (ISMS) Lead Implementer, Data Protection Officer, and Cyber Risks Analyst, Denis brings a heightened focus on data security, privacy, and cyber resilience to every endeavor.
His expertise extends across a diverse spectrum of reporting, database, and web development applications, underpinned by an exceptional grasp of data storage and virtualization technologies. His proficiency in application testing, database administration, and data cleansing ensures seamless execution of complex projects.
What sets Denis apart is his comprehensive understanding of Business and Systems Analysis technologies, honed through involvement in all phases of the Software Development Lifecycle (SDLC). From meticulous requirements gathering to precise analysis, innovative design, rigorous development, thorough testing, and successful implementation, he has consistently delivered exceptional results.
Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment.
Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
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Find out more about ISO training and certification services
Training: ISO/IEC 27001 Information Security Management System - EN | PECB
ISO/IEC 42001 Artificial Intelligence Management System - EN | PECB
General Data Protection Regulation (GDPR) - Training Courses - EN | PECB
Webinars: https://pecb.com/webinars
Article: https://pecb.com/article
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For more information about PECB:
Website: https://pecb.com/
LinkedIn: https://www.linkedin.com/company/pecb/
Facebook: https://www.facebook.com/PECBInternational/
Slideshare: http://www.slideshare.net/PECBCERTIFICATION
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!
How to Setup Warehouse & Location in Odoo 17 InventoryCeline George
In this slide, we'll explore how to set up warehouses and locations in Odoo 17 Inventory. This will help us manage our stock effectively, track inventory levels, and streamline warehouse operations.
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.
Chapter wise All Notes of First year Basic Civil Engineering.pptxDenish Jangid
Chapter wise All Notes of First year Basic Civil Engineering
Syllabus
Chapter-1
Introduction to objective, scope and outcome the subject
Chapter 2
Introduction: Scope and Specialization of Civil Engineering, Role of civil Engineer in Society, Impact of infrastructural development on economy of country.
Chapter 3
Surveying: Object Principles & Types of Surveying; Site Plans, Plans & Maps; Scales & Unit of different Measurements.
Linear Measurements: Instruments used. Linear Measurement by Tape, Ranging out Survey Lines and overcoming Obstructions; Measurements on sloping ground; Tape corrections, conventional symbols. Angular Measurements: Instruments used; Introduction to Compass Surveying, Bearings and Longitude & Latitude of a Line, Introduction to total station.
Levelling: Instrument used Object of levelling, Methods of levelling in brief, and Contour maps.
Chapter 4
Buildings: Selection of site for Buildings, Layout of Building Plan, Types of buildings, Plinth area, carpet area, floor space index, Introduction to building byelaws, concept of sun light & ventilation. Components of Buildings & their functions, Basic concept of R.C.C., Introduction to types of foundation
Chapter 5
Transportation: Introduction to Transportation Engineering; Traffic and Road Safety: Types and Characteristics of Various Modes of Transportation; Various Road Traffic Signs, Causes of Accidents and Road Safety Measures.
Chapter 6
Environmental Engineering: Environmental Pollution, Environmental Acts and Regulations, Functional Concepts of Ecology, Basics of Species, Biodiversity, Ecosystem, Hydrological Cycle; Chemical Cycles: Carbon, Nitrogen & Phosphorus; Energy Flow in Ecosystems.
Water Pollution: Water Quality standards, Introduction to Treatment & Disposal of Waste Water. Reuse and Saving of Water, Rain Water Harvesting. Solid Waste Management: Classification of Solid Waste, Collection, Transportation and Disposal of Solid. Recycling of Solid Waste: Energy Recovery, Sanitary Landfill, On-Site Sanitation. Air & Noise Pollution: Primary and Secondary air pollutants, Harmful effects of Air Pollution, Control of Air Pollution. . Noise Pollution Harmful Effects of noise pollution, control of noise pollution, Global warming & Climate Change, Ozone depletion, Greenhouse effect
Text Books:
1. Palancharmy, Basic Civil Engineering, McGraw Hill publishers.
2. Satheesh Gopi, Basic Civil Engineering, Pearson Publishers.
3. Ketki Rangwala Dalal, Essentials of Civil Engineering, Charotar Publishing House.
4. BCP, Surveying volume 1
Beyond Degrees - Empowering the Workforce in the Context of Skills-First.pptxEduSkills OECD
Iván Bornacelly, Policy Analyst at the OECD Centre for Skills, OECD, presents at the webinar 'Tackling job market gaps with a skills-first approach' on 12 June 2024
Implementation of PebblePad ePortfolios as an assessment tool in a mixed-mode Indigenous business course. Kinley Khamsum, Kerry Bodle
1. Implementation of PebblePad
ePortfolios as an assessment
tool in a mixed-mode
Indigenous business course
Griffith Business School, Griffith University
Dr Khamsum Kinley
Learning and Teaching Consultant
(Design)
Dr Kerry Bodle
Senior Lecturer
Department of Accounting,
Economics and Finance
3. The Course
Griffith Business School, Griffith University
3100AFE Engaging with Aboriginal and Torres Strait Islander Business
Communities
A third year course
8 modules
3 Assessment tasks
Research based assignment -ePoster
Reflective Journal ePortfolio
ePresentation-video
4. The Assessment
Griffith Business School, Griffith University
ePorfolio using PebblePad
8 Reflective Journals
Designed to assess students’ ability
to apply core concepts of Aboriginal
and Torres Strait Islander society
Assessed on their ability to reflect on
their learning about cross-cultural
issues presented in 3100AFE
Marked using marking criteria
5. Literature Review - ePortfolios
Griffith Business School, Griffith University
Improving pedagogy is an important concept in the 21st century.
ePortfolios are a tool that can support deep learning as well as reflection across
numerous contexts (Harring & Luo, 2016).
ePortfolios are increasingly important in student learning in higher education as
they can enhance the student experience (Goldsmith, 2007; Morales, Soler-
Domínguez, & Tarkovska, 2016).
Students find the use of ePortfolios to be positive to their education and
improvement when compared to a traditional learning approach (Morales, Soler-
Domínguez, & Tarkovska, 2016).
6. Literature Review - PebblePad
Griffith Business School, Griffith University
PebblePad is often described as an ePortfolio system
Regarded as Personal Learning Environment
PebblePad contains both a space to support individual personal
learning (Pebble+) and a space to support institutional teaching,
learning and assessment (ATLAS)
Can be used for a range of activities in areas of learning and teaching
Great tool for reflection and self regulation
7. Our Approach
Griffith Business School, Griffith University
Assessment details in PebblePad
Design reflective journal template in PebblePad
Design workbook reflective journal in PebblePad
Create LTI link in Learning@Griffith (LMS) for PebblePad
Design and add user guide to Learning@Griffith for students
Mark the assessment in ATLAS in PebblePad
8. PebblePad as an ePortfolio assessment tool
Griffith Business School, Griffith University
University wide implementation and support for PebblePad
Career pathways
Employability strategy -> create once and keep forever.
Work online 24x7
9. Why?
Griffith Business School, Griffith University
Why did we use of PebblePad? What was the learning need addressed by
PebblePad?
Supporting and inspiring students to own, transform and communicate
their life-long learning journey
ePortfolio and PebblePad can connect students to their futures
ePortfolio and PebblePad enable students to reflect on their learning and
achievement
10. How?
Griffith Business School, Griffith University
How did we employ PebblePad to meet the learning need?
PebblePad as an ePortfolio platform
Reflective template in PebblePad
Workbook in PebblePad
Workspace in ATLAS
Auto-submit
11. What?
Griffith Business School, Griffith University
What was the impact of the use of PebblePad on learning?
Enhance student learning experience
Help students to reflect on their learning and achievement
Data from SET/SEC
“I really found how the assessments were all very visual in PebblePad
and that Kerry was very supportive of each assessments”.
12. How did students use PebblePad?
Griffith Business School, Griffith University
Access PebblePad workbook via Learning@Griffith
Work on individual reflective journal over a few weeks
Work online anytime 24x7
Save…save….
Receive feedback and grade online
13. Feedback on ePorfolio assessment
Griffith Business School, Griffith University
Marked in ATLAS using marking criteria rubric
Provided written feedback
Released both the written feedback and grades
14. Student experience
Griffith Business School, Griffith University
ePortfolio
Pre survey – 2016 results indicate that “Despite having low knowledge and experience, attitudes
and expectations towards ePortfolios as an aid to learning were relatively high”.
Post survey – 2016 results indicate that..
“Over 80% of participants agree that using ePortfolio has been a valuable experience which has
enhanced their learning and understanding of the course”.
PebblePad
Data from SET/SEC
“I really found how the assessments were all very visual in PebblePad and that Kerry was very
supportive of each assessments”.
15. What we thought?
Griffith Business School, Griffith University
The assessment tasks for this course were innovative, appropriate to
the course content
Innovative tool – use of PebblePad as an assessment tool
Enhance students learning experience
Challenging too.
16. Implication of using ePortfolio/PebblePad
Griffith Business School, Griffith University
Innovative tool
Active learning
Career development
‘Reusable’ assets/template/workbook
Griffith’s Digital First strategy
17. Challenges of using ePortfolio/PebblePad
Griffith Business School, Griffith University
Students need to be trained or made familiar with PebblePad
Students require additional written and communication activities
No spell check
No text matching check
Students worried they would lose their work or their assessment not
submitted.
18. Sharing our (scholarly) experience
Griffith Business School, Griffith University
2017 PebblePad Symposium – celebrating teaching week
2018 ePorfolio Forum
A Journal paper on students’ perception and experience (work in
progress)
Future conference
19. Our tips
Griffith Business School, Griffith University
Use Simple tool
One assessment in PebblePad
Reflective in nature
Auto-submit submission
Integrate into course site (Learning@Griffith) and mark centre
20. Griffith Business School, Griffith University
Dr Khamsum Kinley
k.kinley@griffith.edu.au
Dr Kerry Bodle
k.bodle@griffith.edu.au
Thank you
Notas del editor
This study asked students in 3100AFE Engaging with Aboriginal & Torres Strait Islander Business Communities about their use of an ePortfolio system, PebblePad. The software program, PebblePad, used in this study was part of a university-wide implementation of the ePortfolio system (REF) where the academic who taught the course was part of the university Innovator program which provided support for academics at the beginning of the university-wide implementation (Campbell, Bourke, Trahar, & Nisova, 2017).
This study asked students in 3100AFE Engaging with Aboriginal & Torres Strait Islander Business Communities about their use of an ePortfolio system, PebblePad. The software program, PebblePad, used in this study was part of a university-wide implementation of the ePortfolio system (REF) where the academic who taught the course was part of the university Innovator program which provided support for academics at the beginning of the university-wide implementation (Campbell, Bourke, Trahar, & Nisova, 2017).
https://www.youtube.com/watch?v=lbwPXiL-bP8
This assessment item is designed to assess students’ ability to apply core concepts of Aboriginal and Torres Strait Islander society (knowledges, traditions, and culture), and the appropriate use of protocols when engaging with Aboriginal and Torres Strait Islander people, their businesses and the wider communities. Students will be assessed on their ability to reflect on your learning about cross-cultural issues presented in 3100AFEEngaging with Aboriginal & Torres Strait Islander Business Communities.
Improving pedagogy is an important concept in the 21st century. ePortfolios are a tool that can support deep learning as well as reflection across numerous contexts (Harring & Luo, 2016). EPortfolios are increasingly important in student learning in higher education as they can enhance the student experience (Goldsmith, 2007; Morales, Soler-Domínguez, & Tarkovska, 2016).
Morales et al., (2016) suggests students found the use of ePortfolios to be positive to their education saying it is an improvement when compared to a traditional learning approach (Morales, Soler-Domínguez, & Tarkovska, 2016).
PebblePad is often described as an ePortfolio system but it is more accurately considered a personal learning environment as it can be used in a wide range of learning contexts by students, teachers and professionals, and can support the learning activities of individuals, groups, and organisations. It contains both a space to support individual personal learning (Pebble+) and a space to support institutional teaching, learning and assessment (ATLAS). Thus, the range of activities that it can be used for in courses is diverse with course convenors fortunate to be able to use this program.
ePortfolios for Reflection
Research shows that ePortfolios can successfully be used to assist with student reflection (Chen & Light, 2010; Morales, Soler-Domínguez, & Tarkovska, 2016; Morreale, Van Zile-Tamsen, Emerson, & Herzog, 2017; Perlman, Ross, Christner, & Lypson, 2011; Siporin, 2013). In one capstone course critical thinking skills were fostered while reflection was promoted in the course through various assignments (Morreale, Van Zile-Tamsen, Emerson, & Herzog, 2017). Chen and Penny Light (2010) suggest that using reflective practices with students allows them to transfer their skills and experiences between domains which can be a powerful factor in their learning. Although one study found that previously ePortfolios weren’t always used with reflection as the primary goal (Landis, Scott, & Kahn, 2015), however, that study found that there were a good range of learning gains. In this study, reflection is explicitly taught to the students so that they may benefit from scaffolding and benefit from the maximum learning gains available.
ePortfolios promote self-regulation
In a study focusing on a MSc in Finance with 80 examples of ePortfolios from the cohort demonstrated that self-regulated assessment assisted with students’ increased self-esteem and confidence once they were familiar with using the ePortfolios (Morales, Soler-Domínguez, & Tarkovska, 2016). The study also reports on evidence of students’ critical thinking as well as reflective thinking. However, only instructing students to reflect is not usually enough to allow for deep reflection and thus the instructor or course convenor needs to provide relevant prompts to promote students reflection so that deep learning is developed (Harring & Luo, 2016). Another researcher comments that although critical reflection means the students have obtained a deeper level of reflection, it is important to remember that self-regulation “involves helping students realize what a task demands and how they best learn so that they develop the ability to monitor their own behaviors, adjusting as needed to reach their goals” (Jenson, 2011, p. 58). However once the students no longer need the scaffolds in place then it can be removed (Jenson, 2011) as students will still be able to continue with the critical reflection without the scaffolding.
One study used a goal setting plugin to improve students self-regulation with scaffolding provided through the implementation of SMART goals in the tool (Alexiou & Paraskeva, 2014). They report that the implementation allowed students to better be able to set goals, prioritise and plan which further assisted with their self-regulated learning (Alexiou & Paraskeva, 2015).
ATLAS (Active Teaching, Learning and Assessment Space)
Approach
Assessment details in PebblePad
Active teaching, learning and assessment space (ATLAS)
PebblePad is implemented across university wide in early 2017
There are around on average 21,000 active users
Around 8 courses within GBS using PebblePad
Building and maintaining an eportfolio will help students to be better prepared for the recruitment process with quality of employment applications. PebblePad can help this.
Students have ability to work online 24x7 on their assessment in PebblePad
The motivation for this comes from Griffith University’s vision of “supporting and inspiring people to own, transform, and communicate their life-long learning journey as developing professionals and global citizens”.
Prior to the implementation of PebblePad at Griffith, there was only one ePortfolio platform and that was the one embedded within BlackBoard which did not provide the infrastructure compared to PebblePad.
ePortfolios can connect our students to their futures through scaffolded and integrated learning experiences during which they develop professional capabilities while evidencing their learning and achievements.
Assessment details in PebblePad
Design reflective journal template in PebblePad
Design and create workbook reflective journal in PebblePad
Create LTI link in Learning@Griffith (LMS) for PebblePad
Create workspace in ATLAS
Add resource/workbook to workspace
Mark the assessment in ATLAS in PebblePad
We believe the use of the tool enhanced student learning experience as all students submitted the assessment and many students received good grades in this assessment.
An ePortfolio is a powerful tool to enable students to reflect on their learning and achievement as well as showcase individuals’ personal, educational and career development. And we believe PebblePad helped to achieve this.
Pre survey – 2016 results indicate that “Despite having low knowledge and experience, attitudes and expectations towards ePortfolios as an aid to learning were relatively high”.
Post survey – 2016 results indicate that..
“Over 80% of participants agree that using ePortfolio has been a valuable experience which has enhanced their learning and understanding of the course”.
Data from SET/SEC
“I really found how the assessments were all very visual in PebblePad and that Kerry was very supportive of each assessments.
We believe the use of the tool enhanced student learning experience as all students submitted the assessment and many students received good grades in this assessment.
An ePortfolio is a powerful tool to enable students to reflect on their learning and achievement as well as showcase individuals’ personal, educational and career development. And we believe PebblePad helped to achieve this.
The assessment tasks for this course were innovative, appropriate to the course content and challenging. I have been a university student in a range of fields since 1997 and this is the first time the assessment tasks have been anything other than a written assignment or exam.
We found the reflective journals and ePortfolio challenging because they did not fit into the usual essay format.
This means I had to go beyond a formulaic essay writing approach to learning and actually engage with the course content on a deeper level. It also helped me better engage with the idea that some Aboriginal and Torres Strait Islander people might feel uncomfortable with written forms of communication due to the oral traditions or written communication being a European practice. So the assessment of the course gave me a taste of what it is like to be in a culturally foreign setting; and this will help me better engage with Aboriginal and Torres Strait Islander people in future.
This study documents the background of portfolios, the successful use of ePortfolios as an assessment tool.
ePortfolios should not only be seen as new technology but also as pedagogy via shifting the way instruction happens, from teacher-directed towards student-directed methods.
The learning landscape framework and the role played by ePortfolios in the transfer and re-use of skills, knowledge and experiences through reflective thinking, and self-assessment.
An overarching pedagogical framework that incorporates both technology and education, that is, Community of Inquiry shows how the use of technology can create and sustain deep meaningful learning and reflection.
Support Griffith’s Digital First strategy, a transformation that recognises the role of digital technologies in supporting a high quality, flexible and engaging learning experience. Integrated and intuitive digital technologies will supplement face-to-face teaching and student support, enhancing the student experience and assisting staff in teaching, engaging with and supporting our students. to implement a comprehensive virtual learning environment (VLE).
Students are not familiar with PebblePad. Therefore, they need to be trained to use PebblePad
Students require additional written and communication activities for the reflective journals and ePortfolio training during the course.
Similarly, in subsequent semesters, course convenors will be advantaged by improved expectations of students concerning assessment of written communication skills, as well as having the opportunity to build in more critical reflective writing activities that are possible when students come into a dual mode course with a more mature expectation of written communication work.
There is no traditional assessment submission
We aim to share our experience to a wider communit by converting this into a research project
We received a Blended Fellowship Award to support this
Kerry presented at the 2017 PebblePad symposium