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.
The e-LIVES project aimed to support universities in developing e-engineering trainings through several key objectives: 1) Supporting universities in moving through different course design stages, 2) Developing reliable remote laboratories, and 3) Developing e-engineering trainings. The project resulted in an e-engineering best practice reference guide, implementation of remote laboratories for testing op-amps and RLC circuits, and an e-engineering virtual conference to disseminate results.
This document discusses e-engineering, which involves applying e-learning strategies to engineering education. It provides an overview of key topics to consider for developing e-engineering programs, including educational platforms, remote laboratories, organizing e-learning trainings, handling legal aspects between different countries, and assessing quality. The document emphasizes the importance of instructional design, providing support for students and faculty, and using evaluation tools to measure the effectiveness of e-learning engineering programs.
[SLP webinar week] Challenges and opportunities for the recognition of short ...EADTU
[SLP webinar week] Challenges and opportunities for the recognition of short learning programmes (SLPs) within the European Higher Education Area by Clare Dunn, The OUUK. Day 2, 14 October 2020
The document discusses the UHI Virtual Learning Environment called CLAN. It describes CLAN as an open source solution that can be customized to meet UHI's pedagogical needs from SVQ to PhD levels. CLAN will integrate with other applications and grow with UHI. It will also allow for collaboration through a developer community.
This document outlines a 7-year plan to implement digital portfolios for students at Dumont High School. It begins with establishing a baseline of current technology use and student/teacher skills. A technology committee and student portfolio assessment committee will be formed to develop criteria and assess portfolios. The Intro to Technology curriculum will be revised to teach skills for creating digital portfolios. Over several years, student access to technology and teacher training will increase, with portfolio requirements being phased in starting with the class of 2011.
The e-LIVES project aimed to support universities in developing e-engineering trainings through several key objectives: 1) Supporting universities in moving through different course design stages, 2) Developing reliable remote laboratories, and 3) Developing e-engineering trainings. The project resulted in an e-engineering best practice reference guide, implementation of remote laboratories for testing op-amps and RLC circuits, and an e-engineering virtual conference to disseminate results.
This document discusses e-engineering, which involves applying e-learning strategies to engineering education. It provides an overview of key topics to consider for developing e-engineering programs, including educational platforms, remote laboratories, organizing e-learning trainings, handling legal aspects between different countries, and assessing quality. The document emphasizes the importance of instructional design, providing support for students and faculty, and using evaluation tools to measure the effectiveness of e-learning engineering programs.
[SLP webinar week] Challenges and opportunities for the recognition of short ...EADTU
[SLP webinar week] Challenges and opportunities for the recognition of short learning programmes (SLPs) within the European Higher Education Area by Clare Dunn, The OUUK. Day 2, 14 October 2020
The document discusses the UHI Virtual Learning Environment called CLAN. It describes CLAN as an open source solution that can be customized to meet UHI's pedagogical needs from SVQ to PhD levels. CLAN will integrate with other applications and grow with UHI. It will also allow for collaboration through a developer community.
This document outlines a 7-year plan to implement digital portfolios for students at Dumont High School. It begins with establishing a baseline of current technology use and student/teacher skills. A technology committee and student portfolio assessment committee will be formed to develop criteria and assess portfolios. The Intro to Technology curriculum will be revised to teach skills for creating digital portfolios. Over several years, student access to technology and teacher training will increase, with portfolio requirements being phased in starting with the class of 2011.
The document discusses creating a managed learning environment (MLE) for the University of the Highlands and Islands (UHI) network of over 60 learning centers. It outlines key needs for the MLE such as integrating video/audio conferencing, providing single sign-on access to intranet and online resources from learning centers, and ensuring quality, consistency and support across the transition from further education to higher education degrees. It also raises pedagogical and cultural change considerations for effectively implementing the MLE.
This document discusses e-learning pedagogy and trends. It notes that e-learning offers flexible learning opportunities but that current tools focus more on content than pedagogy. For e-learning to be effective, it must be driven by pedagogy rather than just technology. Learning design frameworks help make pedagogical processes and activities portable across different systems in order to improve e-learning quality and the student experience. However, fully implementing learning design approaches remains a significant challenge.
Presentation by Ferenc Tátrai PhD – EDEN European Distance and e-Learning Network, at the MicroHE Expert Panel Workshop, 10 June 2020
More info: https://www.eden-online.org/microhe-expert-panel-workshop/
[EADTU-EU Summit 2018] The Envisioning Report for Empowering Universities 2nd...EADTU
This report summarizes the Envisioning Report for EMPOWERING Universities (2nd Edition) presented at the EADTU-EU Summit in Brussels on April 17, 2018. The report covers the latest trends in new modes of teaching from papers written by 24 authors from 12 countries. It identifies five main themes: learning analytics, university challenges, blended education, student support, and continuous education. The report aims to inspire further innovation in cooperation and expertise sharing between universities.
E-SLP webinar week: lessons learned from the pilot digital competent educatorsEADTU
E-SLP webinar week: lessons learned from the pilot digital competent educators by Virpi Uotinen, Päivi Kananen, Eva Cendon, Aysun Günes, Magda Zarebski, Glória Bastos (Day 3: 15 October 2020)
Supporting educators to use ePortfolios - Andrew Hill & Marie FisherePortfolios Australia
The document discusses the experiences of Marie Fisher and Andrew Hill in supporting educators at the Australian Catholic University to use ePortfolios. Their roles allow them to advise faculty on initiatives and investigate pedagogical tools. Over three years, they helped staff adopt the ePortfolio tool Mahara and integrate it into teaching. They found the process was slow and revealed unexpected opportunities. Documenting their experiences helped others and their own development. Their model moved from a project team to a sanctioned community of practice to build knowledge sharing.
EducaNext is an open educational resource portal developed by Vienna University of Economics and Business. It aims to enable the exchange of electronic learning materials between academics. The portal allows over 1,000 European academics to search, share, and comment on resources like lecture notes, presentations, case studies, and textbooks. Quality is assured through community review and course evaluations. Innovation lies in connecting subject matter experts through communities and lowering preparation time for courses. The goal is to improve teaching quality while increasing access to resources and opportunities for institutional collaboration.
This presentation discusses the use of ePortfolios in the Master of Distance Education (MDE) program at University of Maryland University College to promote lifelong learning. The goals of using ePortfolios are to showcase students' qualifications and demonstrate their knowledge and skills in various distance education contexts. Some challenges include balancing institutional and student ownership of ePortfolios, and encouraging continuous ePortfolio work throughout the program. The MDE program provides support for ePortfolios through tutorials, orientations, and an ePortfolio wiki. Future areas of focus include protecting student ownership and assessing ePortfolio outcomes.
The document discusses several key aspects of institutionalizing learning design (LD) in higher education. It touches on the evolution of e-learning systems, mainstreaming innovation through staff development, integrating various tools for authoring, storage, and player functions. It also addresses questions around the appropriate level of quality control, fostering reuse while allowing for innovation, and changing academic culture to support LD as it matures as a knowledge domain.
Maija Urponen - Developing Micro credentials in European Collaboration Una Eu...EADTU
This document discusses the development of a micro-credential in sustainability through the Una Europa collaboration between European universities. The micro-credential would provide flexible upskilling opportunities for learners and respond to labor market demands. It would augment an initial degree with knowledge and methodologies of sustainable development. An initial pilot would involve master's and doctoral students from Una Europa universities taking short-term virtual mobility courses with a common core and courses developed and offered by different partner universities. The collaboration involves academics and clusters of experts from the participating universities working on issues related to defining micro-credentials, quality assurance, recognition, access, and credit transfer between institutions.
The document discusses a project to develop a web-based ePortfolio interface to accredit prior learning at the University of Wolverhampton. The project aimed to standardize the accreditation process, reduce staff time costs, and provide students with an online space to evidence their prior learning. The project team chose an ePortfolio platform and conducted pilots with academic staff and students. The resulting product provided applicants and institutions a standardized process to submit and review prior learning for accreditation. Next steps discussed expanding the tool's use and linking it with course learning outcomes and other universities.
The document discusses the opportunities and challenges of e-learning for education and minority languages. It notes that e-learning provides flexible learning, allows for creative innovation in education delivery, and creates economies of scale. However, challenges include ensuring an equitable learning experience and connectivity in remote areas. Opportunities include outreach, connecting communities, and revitalizing and raising the status of minority languages. Examples provided include Gaelic online learning for native speakers and the Klingon Bible translation project.
George Ubachs - Microcredentials & modularityEADTU
This document discusses short learning programmes (SLPs) and microcredentials. It defines SLPs as coherent sets of learning modules leading to a credential, and microcredentials as specific learning outcomes that are stackable. The Common Microcredential Framework (CMF) is presented as providing standardization for microcredentials. Modularization and stackability allow SLPs and microcredentials to be combined to form degrees. Recommendations include developing institutional qualification frameworks for continuing education and cooperation between institutions on standards.
Enriched programmes by international collaboration and mobility - Fred Truyen...EADTU
This document discusses models for international collaboration on microcredentials and short learning programs (SLPs). It describes several pilots of SLPs run by EADTU, including on climate change, digital transformation, and online learning. Lessons from the pilots highlighted the need for clear agreements between partner institutions, suitable program size and organization, and a framework for quality assurance. The presentation goes on to provide an example of developing a joint SLP through establishing a partnership, designing a curriculum, qualifications, ecosystem, and business plan while ensuring sustainability. It stresses the importance of shared understanding and responsibilities between partners.
The document summarizes the work of the EADTU Special Interest Group on Online Assessment. It discusses several themes related to challenges and emerging ideas around online assessment design, trust and ethics, operational processes and technology support, and the future of assessment. The SIG aims to share expertise on institutional strategies and experiences with online assessment through activities like compiling inventories of practices and projects, publishing reports, and building an online community. It takes a bottom-up approach and seeks to support institutions in navigating quality standards, student needs, and different national contexts regarding online assessment.
This document discusses the implementation of digital portfolios in New Hampshire schools based on new state standards. It provides details on:
- The history of digital portfolios becoming a graduation requirement starting in 2005.
- How the Sakai platform is used as a collaborative learning environment and open source portfolio system to create and manage student portfolios.
- The three major components that make up each student's portfolio - the learning matrix, submission form, and showcase portfolio.
- Examples of portfolio submissions from third and sixth grade students that demonstrate skills in areas like creativity, communication, and research.
- How the same tools are used for student competencies and also teacher professional portfolios.
Supporting QUT academics to use the ePortfolio approach to learning and devel...ePortfolios Australia
This document discusses supporting academics at QUT to use ePortfolios for learning and development. It notes that ePortfolios are most effective when embedded in curriculum design, with appropriate support mechanisms and infrastructure in place. The ePortfolio team at QUT supports academics in using the student and staff ePortfolios. For students, this includes lab sessions, consultations, and guides to help minimize workload barriers for academics. Academics require similar technology and reflective support to engage with ePortfolios for performance planning and professional development.
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 creating a managed learning environment (MLE) for the University of the Highlands and Islands (UHI) network of over 60 learning centers. It outlines key needs for the MLE such as integrating video/audio conferencing, providing single sign-on access to intranet and online resources from learning centers, and ensuring quality, consistency and support across the transition from further education to higher education degrees. It also raises pedagogical and cultural change considerations for effectively implementing the MLE.
This document discusses e-learning pedagogy and trends. It notes that e-learning offers flexible learning opportunities but that current tools focus more on content than pedagogy. For e-learning to be effective, it must be driven by pedagogy rather than just technology. Learning design frameworks help make pedagogical processes and activities portable across different systems in order to improve e-learning quality and the student experience. However, fully implementing learning design approaches remains a significant challenge.
Presentation by Ferenc Tátrai PhD – EDEN European Distance and e-Learning Network, at the MicroHE Expert Panel Workshop, 10 June 2020
More info: https://www.eden-online.org/microhe-expert-panel-workshop/
[EADTU-EU Summit 2018] The Envisioning Report for Empowering Universities 2nd...EADTU
This report summarizes the Envisioning Report for EMPOWERING Universities (2nd Edition) presented at the EADTU-EU Summit in Brussels on April 17, 2018. The report covers the latest trends in new modes of teaching from papers written by 24 authors from 12 countries. It identifies five main themes: learning analytics, university challenges, blended education, student support, and continuous education. The report aims to inspire further innovation in cooperation and expertise sharing between universities.
E-SLP webinar week: lessons learned from the pilot digital competent educatorsEADTU
E-SLP webinar week: lessons learned from the pilot digital competent educators by Virpi Uotinen, Päivi Kananen, Eva Cendon, Aysun Günes, Magda Zarebski, Glória Bastos (Day 3: 15 October 2020)
Supporting educators to use ePortfolios - Andrew Hill & Marie FisherePortfolios Australia
The document discusses the experiences of Marie Fisher and Andrew Hill in supporting educators at the Australian Catholic University to use ePortfolios. Their roles allow them to advise faculty on initiatives and investigate pedagogical tools. Over three years, they helped staff adopt the ePortfolio tool Mahara and integrate it into teaching. They found the process was slow and revealed unexpected opportunities. Documenting their experiences helped others and their own development. Their model moved from a project team to a sanctioned community of practice to build knowledge sharing.
EducaNext is an open educational resource portal developed by Vienna University of Economics and Business. It aims to enable the exchange of electronic learning materials between academics. The portal allows over 1,000 European academics to search, share, and comment on resources like lecture notes, presentations, case studies, and textbooks. Quality is assured through community review and course evaluations. Innovation lies in connecting subject matter experts through communities and lowering preparation time for courses. The goal is to improve teaching quality while increasing access to resources and opportunities for institutional collaboration.
This presentation discusses the use of ePortfolios in the Master of Distance Education (MDE) program at University of Maryland University College to promote lifelong learning. The goals of using ePortfolios are to showcase students' qualifications and demonstrate their knowledge and skills in various distance education contexts. Some challenges include balancing institutional and student ownership of ePortfolios, and encouraging continuous ePortfolio work throughout the program. The MDE program provides support for ePortfolios through tutorials, orientations, and an ePortfolio wiki. Future areas of focus include protecting student ownership and assessing ePortfolio outcomes.
The document discusses several key aspects of institutionalizing learning design (LD) in higher education. It touches on the evolution of e-learning systems, mainstreaming innovation through staff development, integrating various tools for authoring, storage, and player functions. It also addresses questions around the appropriate level of quality control, fostering reuse while allowing for innovation, and changing academic culture to support LD as it matures as a knowledge domain.
Maija Urponen - Developing Micro credentials in European Collaboration Una Eu...EADTU
This document discusses the development of a micro-credential in sustainability through the Una Europa collaboration between European universities. The micro-credential would provide flexible upskilling opportunities for learners and respond to labor market demands. It would augment an initial degree with knowledge and methodologies of sustainable development. An initial pilot would involve master's and doctoral students from Una Europa universities taking short-term virtual mobility courses with a common core and courses developed and offered by different partner universities. The collaboration involves academics and clusters of experts from the participating universities working on issues related to defining micro-credentials, quality assurance, recognition, access, and credit transfer between institutions.
The document discusses a project to develop a web-based ePortfolio interface to accredit prior learning at the University of Wolverhampton. The project aimed to standardize the accreditation process, reduce staff time costs, and provide students with an online space to evidence their prior learning. The project team chose an ePortfolio platform and conducted pilots with academic staff and students. The resulting product provided applicants and institutions a standardized process to submit and review prior learning for accreditation. Next steps discussed expanding the tool's use and linking it with course learning outcomes and other universities.
The document discusses the opportunities and challenges of e-learning for education and minority languages. It notes that e-learning provides flexible learning, allows for creative innovation in education delivery, and creates economies of scale. However, challenges include ensuring an equitable learning experience and connectivity in remote areas. Opportunities include outreach, connecting communities, and revitalizing and raising the status of minority languages. Examples provided include Gaelic online learning for native speakers and the Klingon Bible translation project.
George Ubachs - Microcredentials & modularityEADTU
This document discusses short learning programmes (SLPs) and microcredentials. It defines SLPs as coherent sets of learning modules leading to a credential, and microcredentials as specific learning outcomes that are stackable. The Common Microcredential Framework (CMF) is presented as providing standardization for microcredentials. Modularization and stackability allow SLPs and microcredentials to be combined to form degrees. Recommendations include developing institutional qualification frameworks for continuing education and cooperation between institutions on standards.
Enriched programmes by international collaboration and mobility - Fred Truyen...EADTU
This document discusses models for international collaboration on microcredentials and short learning programs (SLPs). It describes several pilots of SLPs run by EADTU, including on climate change, digital transformation, and online learning. Lessons from the pilots highlighted the need for clear agreements between partner institutions, suitable program size and organization, and a framework for quality assurance. The presentation goes on to provide an example of developing a joint SLP through establishing a partnership, designing a curriculum, qualifications, ecosystem, and business plan while ensuring sustainability. It stresses the importance of shared understanding and responsibilities between partners.
The document summarizes the work of the EADTU Special Interest Group on Online Assessment. It discusses several themes related to challenges and emerging ideas around online assessment design, trust and ethics, operational processes and technology support, and the future of assessment. The SIG aims to share expertise on institutional strategies and experiences with online assessment through activities like compiling inventories of practices and projects, publishing reports, and building an online community. It takes a bottom-up approach and seeks to support institutions in navigating quality standards, student needs, and different national contexts regarding online assessment.
This document discusses the implementation of digital portfolios in New Hampshire schools based on new state standards. It provides details on:
- The history of digital portfolios becoming a graduation requirement starting in 2005.
- How the Sakai platform is used as a collaborative learning environment and open source portfolio system to create and manage student portfolios.
- The three major components that make up each student's portfolio - the learning matrix, submission form, and showcase portfolio.
- Examples of portfolio submissions from third and sixth grade students that demonstrate skills in areas like creativity, communication, and research.
- How the same tools are used for student competencies and also teacher professional portfolios.
Supporting QUT academics to use the ePortfolio approach to learning and devel...ePortfolios Australia
This document discusses supporting academics at QUT to use ePortfolios for learning and development. It notes that ePortfolios are most effective when embedded in curriculum design, with appropriate support mechanisms and infrastructure in place. The ePortfolio team at QUT supports academics in using the student and staff ePortfolios. For students, this includes lab sessions, consultations, and guides to help minimize workload barriers for academics. Academics require similar technology and reflective support to engage with ePortfolios for performance planning and professional development.
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 requests $32,000 in funding from the Ed Tech committee for a third year of funding for the ePortfolio pilot project. The funding would support beta testing a new ePortfolio website, continuing an interdisciplinary ePortfolio initiative, and workshops and tutoring to help more students create ePortfolios. Key goals for the third year include launching the new website, conducting campus outreach on ePortfolios, and expanding ePortfolio access interdisciplinarily.
Soft Launching An Institutional ePortfolio InitiativeKenneth Ronkowitz
Passaic County Community College conducted a soft launch of an institutional ePortfolio initiative over 18 months to gather data and assess student learning. They piloted ePortfolios in writing-intensive courses, an Early Childhood Education program, and with volunteer faculty. Assessment found that students using ePortfolios in writing courses had a 15% higher pass rate on writing exams than the general student population. Lessons learned included the need for faculty and students to see value in ePortfolios, for ongoing formative use instead of just summative assessments, and adequate training and technical support.
Presentation delivered by Lisa Gray, programme manager with JISC to the JISC Netskills workshop on Effective Practice with e-Portfolios on 24th June 2010
This proposal seeks funding for a pilot interdisciplinary ePortfolio project between the School of Architecture and Allied Arts, School of Journalism, and College of Education/CATE at the University of Oregon. The proposal builds on existing ePortfolio projects in these areas and aims to collaborate on resources and expertise. Specifically, it proposes that students in Journalism and Education benefit from ePortfolio workshops and support from AAA ePortfolios, and that Journalism consults on implementing the PLONE platform for professional and hybrid ePortfolio functions across programs. The goal is a flexible ePortfolio environment that allows materials to port seamlessly between public, private, and hybrid spaces.
This document summarizes an introduction to ePortfolios presentation given at the University of British Columbia. It provides examples of how ePortfolios are being used at UBC in different faculties like Education, Nursing, and Dentistry. It also discusses the history of ePortfolio use at UBC over a three-year initiative and examples from other institutions. Hands-on activities are suggested to have attendees create their own ePortfolio using WordPress. Challenges and opportunities around sustaining an ePortfolio community of practice are discussed.
Ins and Outs of ePortfolio Implementation at Radboud UniversityD2L Barry
Ins and outs of ePortfolio implementation at Radboud University – Bea Edlinger, Educational Advisor at Radboud University
Presentation at 2018 D2L London Connection
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.
Manhattanville College Making Connections 2010edukatetodd
Manhattanville College wanted to enhance its existing portfolio pedagogy for 21st century learners by adopting an electronic portfolio (ePortfolio) system. In 2010, they selected Digication as their ePortfolio platform and began faculty training and development through Teaching and Learning Circles. Despite some staffing challenges, they were able to successfully implement ePortfolios in courses such as the First-Year Program starting in Fall 2011 through ongoing faculty support and a Connect to Learning grant.
This document outlines a 7-year plan to implement digital portfolios for students at Dumont High School. It begins with establishing a baseline of current technology use and student/teacher skills. A technology committee and student portfolio assessment committee will be formed to develop criteria and assess portfolios. The Intro to Technology curriculum will be revised to teach skills for creating digital portfolios. Over several years, student access to technology and teacher training will increase, with portfolio requirements being phased in starting with the class of 2011.
VOCE is a proposed virtual professional development project that aims to improve math and science education in K-12 classrooms. It would provide online courses and resources to guide teachers in implementing research-based teaching strategies like authentic pedagogy and learning progressions. The goal is to raise student achievement levels through effective, sustained professional development that is affordable and accessible to entire school districts. VOCE would offer various online tools and activities to help teachers collaborate, design lessons, and analyze student work to improve instruction.
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.
Veugelers Chen implementing eportfolios: an international perspective on chal...Marij Veugelers
This document summarizes an international conference presentation on implementing ePortfolios. It discusses worldwide implementations of ePortfolios in higher education, factors for successful implementation, common issues faced which include curriculum integration and stakeholder engagement, and upcoming areas of focus such as employability, standardization, and communities of practice.
The document discusses a three-year ePortfolio pilot project at a university. In year two, the project expanded to include additional faculty and students. Goals for year three include continuing funding for the pilot, offering ePortfolios to all students in the school through workshops and an online platform, and exploring expanding the program to other departments and undergraduate students. Barriers in the past included a lack of support and problems executing the technical aspects of an online platform.
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.
The Department of Organizational Leadership, Policy and Development (OLPD) will be a campus-wide leader in the use of technology to enhance students’ educational experiences, academic praxis, and intellectual pursuits.
To achieve this vision, we aim to co-develop a culture within OLPD that anticipates and embraces technological change and encourages the use of existing and emerging technologies to support innovation and constructive collaboration among students, faculty and staff.
Similaire à Sakai project sites for portfolios (20)
Pallitt, N. 2018. Accessing the Opens. Open Access Day Event. Rhodes University. CC-BY.
Adapted from
Cox, G. & Pallitt, N. 2018. Rethinking your awareness of Copyright and openly licensed teaching materials. Centre for Innovation in Learning and Teaching, University of Cape Town, CC-BY.
Open badges: Beyond the hype to practical useNicola Pallitt
Curious about open badges? This session demystifies the concept and explores practical uses of open badges for issuers, earners and other audiences. Not all badges are created equal - what goes in before you 'bake' your badge? Get started on your badging journey as an issuer and an earner.
Digital currencies for employability and lifelong learningNicola Pallitt
Summary:
This presentation provides an overview of trends related to micro-credentials such as open badges in business education and the impact of these trends for a range of audiences. How are micro-credentials relevant to professional communication practitioners, educators and trainers? How might these be useful for students and employees?
Abstract:
Education and training sectors are undergoing radical changes. Future employees need to be more flexible than ever before. Micro-credentials such as open badges and statements of achievement recognise that learning today happens everywhere and can be regarded as digital currencies for employability and lifelong learning.
Students and employees share open badges and other forms of micro-credentials on their LinkedIn profiles and other professional online spaces to showcase their skills, attributes, competencies and ongoing professional learning and development. Besides traditional qualifications, students and employees are now able to display information about all learning opportunities such as MOOCs (Massive Open Online Courses), signalled by statements of participation and open badges verifying and recognising various competencies and achievements. This enables job seekers, for example, to make their personal learning pathways visible to others in ways that academic transcripts, diplomas or certificates are unable to do. How they showcase such skills to potential employers, build their online presence and make continued learning pathways visible online are becoming a new currency for communicating employability and continued professional learning. Such digital currencies offer a more fluid and flexible way to communicate with potential and current employers than the static CVs of yore.
Current opportunities for online learning accompanied by new business models challenge the orthodoxy of business education. This has also sparked a paradigm shift for how business educators and trainers credit learning and the kinds of learning experiences valued by students, educators, trainers and employers in the business sector.
This presentation provides an overview of trends related to micro-credentials in business education and the impact of these trends for a range of audiences. How are micro-credentials relevant to professional communication practitioners, educators and trainers? How might these be useful for students and employees?
Time to give a 'tweet' about social media in Higher EducationNicola Pallitt
This document summarizes key points from a presentation on using social media in higher education. It discusses conducting a survey of social media tools currently used, and the benefits of developing an online presence and professional learning network through strategic use of platforms like Twitter, LinkedIn and ResearchGate. The presentation emphasizes crafting an intentional online identity and digital footprint, and provides tips on audience, purpose, message, curation and connection to build professional networks and visibility. Resources for developing an online presence and social media strategy are also listed.
ePortfolio integration in an e-Marketing courseNicola Pallitt
UCT Teaching and Learning Conference presentation 20 October 2014.
Abstract:
Currently, assessment of learning predominates over assessment for learning in Higher Education and alternative methods of assessment, such as ePortfolios, offer well-documented benefits for student engagement and learning (Williams, 2014). The purpose of this curriculum intervention was to align with UCT’s strategic goals related to graduate attributes and preparing students for the workplace through the integration of small authentic learning tasks (e-tivities). Our aim was for students to demonstrate practical skills related to the implementation and evaluation of e-marketing strategies using tactics to market themselves as an online brand (i.e.. practical application of course content). Secondly, we hoped to enable students to think about themselves as future professionals by creating an online space to ‘market’ themselves to potential employers. Our illuminative case study approach included analyses of students’ ePortfolios using multimodal discourse analysis, student evaluations and focus groups. This presentation looks at students' perceptions of ePortfolios in relation to authentic learning, personal value, future and workplace relevance, and how they perceive these texts in relation to their online identities and shifting position from student to emerging professional.
Upcoming seminar 6 November, details: http://teaching.cet.uct.ac.za/events/view/663
The inmates are running the asylum: Why social media is driving us crazy and ...Nicola Pallitt
This document provides advice on developing an online personal brand as an academic. It suggests that academics are often unbranded or misbranded online and recommends having a consistent look and information across profiles and platforms. It advises linking profiles, marketing yourself and your work, and establishing trust with a professional first impression. The document also recommends choosing purposeful and strategic social networks within your field, considering what you feel comfortable sharing, and using sites like About.me and Academia.edu to brand yourself and curate content to demonstrate thought leadership.
Presentation for the EdTeach Summit in Cape Town on 11 August 2014. Details about the event: http://edtechsummitsouthafrica.com/ Follow me on Twitter @nicolapallitt
PS: Links to URLs in the notes section of PowerPoint when you view the downloaded presentation.
Please share the link to your ePortfolio as a comment - especially if you are a teacher:)
This document provides guidance on developing an electronic portfolio (ePortfolio) to showcase teaching performance. It discusses that a teaching portfolio is a collection of materials that document teaching performance, serving the same purpose for teaching as publications and honors do for research. An ePortfolio acts as a repository for multimedia artifacts to demonstrate skills, education, professional development, and benefits to selected audiences. It can be used for both developmental reflection and evaluation. The document recommends including statements of teaching philosophy, performance and effectiveness, planning and preparation, student assessment and learning, and professional development. It also provides questions to consider regarding purpose, audience, and types of evidence to include.
Sparking learning: learning about the world through the webNicola Pallitt
This document discusses how intermediate phase learners in grades 4-6 can use the web to spark learning about the world. It provides examples of virtual field trips, educational videos and simulations, interactive storytelling tools, and games that can be used to engage these students and help them apply knowledge in new contexts. Specific websites are recommended that allow students to explore places like museums, zoos and outer space without leaving the classroom.
Dr. Nicola Pallitt presented on children's play and how it relates to societal peace or conflict. Through various examples of children mimicking adults and parodying gender roles in play, she showed how play can reflect broader social and historical developments. Her analysis of children playing The Sims 2 highlighted how they appropriated the game's gender norms into their own play and relationships. While some play episodes seemed to reinforce heteronormativity, she concluded children's play still leaves room for exploring different possibilities outside social constraints.
Critical analysis of a planned teaching activity: Google Drive WorkshopNicola Pallitt
- The document summarizes a 1 hour workshop on using Google Drive that was attended by 4 students and observed by 1 peer.
- Participants were provided information in advance and worked collaboratively on a shared Google Doc during the workshop.
- The intended learning outcomes were for participants to learn how to use various Google Docs features for collaboration and develop an awareness of online collaboration abilities. Participants collaborated on a shared doc and tested features like commenting and chatting.
- Feedback was positive, praising the clear explanations, pacing, participation opportunities, and hands-on learning. Suggestions for future improvements included discussing tasks aloud and considering the needs of less familiar groups.
Creating a digital video - Workshop for preservice teachers March 2014Nicola Pallitt
This document provides guidance on creating a video workshop, including a 4-step process: 1) Write a script, 2) Collect images, sound and record video/narration, 3) Create a storyboard, 4) Start editing. It discusses writing scripts, collecting open-licensed resources, recording audio/video, creating a storyboard, and recommended free video editing software. Ethics of using images/video of people and attributing open sources are also covered.
Children as ‘produsers’: YouTube for Schools & learner-generated videosNicola Pallitt
YouTube for Schools allows teachers and students to access educational videos. However, educators across sectors need to embrace the notion of students as 'produsers'. Consuming videos needs to be supplemented with student created videos. This session will take you through the process of setting up a student video project and how to assess it. Youtube for schools is school-appropriate and therefore the best platform for publishing videos by school children and for creating a classroom video channel. This session will also discuss ethics in relation to children's use of videos in and out of the classroom and the importance of educating children to be responsible 'produsers'.
OER available at http://opencontent.uct.ac.za/Centre-for-Higher-Education-Development/Centre-for-Educational-Technology/Student-Video-Production-Assignment-to-Assessment Although written for a Higher Ed context, this session will apply ideas to primary and secondary school students.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
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.
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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A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
This presentation includes basic of PCOS their pathology and treatment and also Ayurveda correlation of PCOS and Ayurvedic line of treatment mentioned in classics.
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.
Physiology and chemistry of skin and pigmentation, hairs, scalp, lips and nail, Cleansing cream, Lotions, Face powders, Face packs, Lipsticks, Bath products, soaps and baby product,
Preparation and standardization of the following : Tonic, Bleaches, Dentifrices and Mouth washes & Tooth Pastes, Cosmetics for Nails.
How to Add Chatter in the odoo 17 ERP ModuleCeline George
In Odoo, the chatter is like a chat tool that helps you work together on records. You can leave notes and track things, making it easier to talk with your team and partners. Inside chatter, all communication history, activity, and changes will be displayed.
Liberal Approach to the Study of Indian Politics.pdf
Sakai project sites for portfolios
1. Using Project Sites for student
ePortfolios in the Postgraduate Diploma
in Educational Technology at UCT
Dr. Nicola Pallitt
nicola.pallitt@uct.ac.za
@nicolapallitt
Presented at Apereo Africa
10 May 2017
License:
This work is licensed under the Creative Commons Attribution 4.0 Unported License.
To view a copy of this license, visit https://creativecommons.org/licenses/by/4.0/
2. “A purposeful
collection of
information and digital
artefacts that
demonstrates
development or
provides evidence for
achieved learning
outcomes, skills or
competencies.”
(Cotterill, 2007)
Definition: ePortfolios
3. ePortfolio ‘initiatives’ at UCT
Type of
portfolio
Year &
Course/
Programme
Audience Purpose Tool
Assessment &
Showcase
2014
PGDip
eMarketing
students
(100)
Peers
Lecturers
External examiners
Potential employers
Students complete
blog activities
designed to
showcase industry
skills
WordPress
Assessment
&
Presentation/
Showcase
2016
Dance
teachers (3)
Peers
Lecturers
External examiners
School teachers
Dance students &
their parents
Students share
artefacts forming
part of an
assessed portfolio
required for dance
teachers
WordPress &
Google Drive
Working/
Assessment/
Reflection
2016
PGDip Ed
Tech students
(19)
Peers
Lecturers
External examiners
Students make
sense of their
learning journey
across courses in
the programme
Vula Project
Sites
4. ePortfolio process
1. Lecturers decide on reasons why we need ePortfoilos
2. What is the educatopnal challenge that ePortfolios
responds to?
3. Deciding what type of portfolio you want - 4 categories
4. Designing a process for portfolio creation (what materials
are students collecting, who is the audience, where to
display it, etc.)
5. Design an assessment process
6. Decide on an appropriate platform
12. Discussion: Where to next?
• Need for a ‘low barrier to entry’ portfolios tool in SA Higher Ed
• Student internet access – platform that is not device specific,
interoperable… perhaps even offline?
• 1 system to rule them all – should universities be investing in portfolio
systems when simpler workarounds exist?
• Distraction VS learning (too many options RE technical side is a
hindrance, even for those with good digital literacies)
13. Challenges RE ePortfolio initiatives
- Too much focus on the platform/technology and not enough
on pedagogy - ‘ePortfolio pedagogy’
- Varied motivations of students & staff - assessed VS self-
directed
- Diverse range of digital literacies among students
- Lack of a common understanding of the use and purpose of
e-portfolios in education: need a working understanding of
e-portfolios in order to unfold the full potential as learning
tool for students
- Students need to be guided, scaffolding to develop critical
reflective skills (Asch & Clayton, 2009)
- Criteria for assessment is crucial (artefacts as evidence and
how these align with learning outcomes as criteria)
14. Key considerations
Who are your students? What are their digital literacies and access
to ICTs & internet like?
What is the purpose of ePortfolios in your course? What does this
purpose benefit lecturers and students?
How will ePortfolios be assessed in your course?
Will student ePortfolios need to be in a closed space or publicly
accessible? Why?
Who is the audience of the ePortfolio? i.e. who will it be shared with
What are those viewing the ePortfolio interested in and why?
Will students wish to access their ePortfolios after the course? Will
they be able to transfer information if they wish to? Do they lose
access to their ePortfolios after your course?
Nicola shares how Vula project sites were appropriated to function as ePortfolios in the PGDip EdTech programme at UCT. The purpose of these portfolios were for assessment and reflection. Students were encouraged to integrate learning and submissions across modules and to make sense of their learning journeys over the course of the programme. The audience of these portfolios were peers, lecturers and external examiners. The motivation for using project sites were: varied digital literacies (majority for whom these were quite poor), need for a safe space to reflect on teaching (many students are lecturers in their home contexts and don’t want students and colleagues to see what they write - risk), need a space to collect and display evidence of learning across modules.
For interest:http://www.cilt.uct.ac.za/cilt/teaching-resources http://open.uct.ac.za/handle/11427/14039
Many definitions out there, this is just one I like. Notice that it doesn’t emphasise the tool or a prescribe a particular system. Often I meet lecturers or staff developers who say, ‘Oh you do portfolios – which platform are you using?’ as the first question rather than, ‘How is it being integrated into curricula to support learning outcomes or graduate attributes’.
These are some of the various ePortfolio initiatives (prefer this word to ‘interventions’) I’ve been involved in at UCT. There isn’t a big enough demand for it at UCT to warrant time spent on developing or adapting a particular system so we have to be creative with other freely available options, some of which are commercial. Greg Doyle in Health Sciences is using Xerte with 150+ first year students. So there are other folks doing things at UCT with other tools too.
[Table: Types of ePortfolios, context (subject, no. of students), audience, purpose, tool]
*another audience is always the self, sometimes we forget that
This is the process we encourage for lecturers who want to use portfolios with students - more learning design oriented than solution focused where people jump to the tech first.
Course context and who our students are http://www.education.uct.ac.za/edu/pgdip-et
This postgraduate programme is jointly offered by the School of Education and the CILT.The aim is to provide potential and practicing educators, corporate trainers, and anyone involved in elearning with an opportunity to understand the effects that any use of emerging technologies have on the practice of learning, and how pedagogies need to be aligned to ensure positive learning outcomes. The programme responds to the challenges and opportunities of the 21st Century education in developing nations through the lens of global trends. It is particularly attractive because of the localised slant, where we really emphasise the need to be creative despite constraints in our environments. We encourage students to be critical practitioners, and to think deeper than the hype rhetoric prevalent in much of the edtech stuff out there. Our students come from across the continent. Generally half of the cohort is half South Africans and half from other African countries. They are mainly working professionals working in Higher Education (as lecturers or elearning support staff), although we have some school teachers and corporate elearning folks too.
Many students are on scholarships, as the programme is supported by the Carnegie and Mellon foundations. Students have diverse educational, linguistic and cultural backgrounds as well as digital literacies.
The programme is comprised of four courses/modules:- Emerging Technologies in Education- Learning Teaching & Emerging Technologies- Online Learning Design- Research & Evaluation of Emerging Technologies
These course are offered in block release mode i.e. pre-contact online activities, 1-week contact session, and post-contact independent task (online). So in sum, it’s a blended block release model.
The Learning Technologies team assisted us with the process of setting up student project sites.
Most of the design was very simple so any lecturer or staff member could do this, although some parts are a bit manual at the moment:
Nicola created a blank template project site (almost like a form) with lessons on the left menu for ‘categories’/themes to complete
The learning technologies team added “.auth” role to template site, so anyone that anyone logged into Vula would be able access the site if they clicked a link to the site (site URL). Note: this is technically the only part that was currently technical.
For each student, the project site was duplicated from Site Setup
The duplicated site was titled with the student’s name and they were manually added as site owner - so each student could edit and update their site. The .auth property carried through on the duplicate site.
Each of the site links/URLs were hyperlinked through a Lessons page in each of the module course sites.
Some improvements in the process could be:
Students could be added to the template Vula site as site owners, and asked to duplicate it. They would have share their Site URL/link via a Google Doc
If you didn’t want students to be site owners, you can also export Lessons (the template file in Common Cartridge format) and ask them to create their own import into a project site.
In Sakai 11, technically any site owner should be able to mark project sites as ‘Available to logged in users’ (.auth) but we are still working on this configuration
Project sites in Sakai 11 can have a dot auth role by checking ‘logged in users’ when creating the project site.
Other option is a student pages in lessons – depends on how big the portfolio needs to be. If it was only for one course, student pages may be a better option.
Here is an example of how the student used the template and added her own information, artefacts such as pictures, links to other sites, documents, etc.
Structure VS freedom is an old debate – basic template needs to be accompanied by technical and pedagogical scaffolding
https://docs.google.com/a/uct.ac.za/document/d/17ZjZ288at23PAWtmZduFdOE3gGrslAPY_g-SNM6O_Uc/edit?usp=sharing Here is an example from our course. I think criteria needs to be really clear to students – what to put where, which artefacts to collect, thinking about how certain artefacts may be regarded as evidence of learning or showcasing a particular skill. We emphasised this as part of a session on portfolios during our contact week. Critical reflection is also something we needed to teach students about. Often they struggle to move from the descriptive to reflective/reflexive practitioner. So we provided readings and scaffolding questions that might help (Brookfield, Schon, etc).
We also developed resources to assist students with the technical aspect of developing their ePortfolios. Talking through scaffolded rubric and showing examples of good work in progress via a screencast. Important that file sizes are small - bandwidth is an issue for some back home. So in sum, it’s not about the tool, it’s about a process supplemented by a low barrier to entry tool. With this group it also supported who they are – majority of lecturers or elearning support staff so being creative within an LMS is actually part of why we went this route. Additionally, it’s a closed and safe space. Lecturers don’t want to be reflecting about their teaching practices in an open forum for their colleagues and students back home to see. We have to think about risk to professionals when we chose particular platforms or include criteria in our assessments that may open up unwelcome exposure.
In some cases a project site didn’t quite have what we needed eg. space for students to collect images easily and display them in a more visual way other than uploading to lessons pages so we drew on this third party tool and scaffolded how students add the URL as web content, start URL with https, etc.
This is just what I think and some questions I have. Folks might not agree with some points - that’s fine, let’s discuss!
(Maybe good to be a bit provocative with this audience?)
General challenges
Let’s collaborate on an updated version – please share what your SA Higher Ed institution is doing
I’d also like to say a special thank to my CILT colleagues who I co-teach with on this programme, the students and most of all to our very supportive learning technologies team