Australia ePortfolio Project The AeP project team has developed the Australian ePortfolio Toolkit for use by ePortfolio practitioners in their institutions. The ePortfolio Toolkit comprises a series of ePortfolio Concept Guides designed to inform the diverse stakeholders in higher education about issues and opportunities associated with ePortfolio learning. ePortfolio Concept Guides These concept guides have been adapted for the Vocational Education and Training (VET)sector by the Australian Flexible Learning Network. Copies of the VET documents can be accessed at: A further valuable resource is a recent publication prepared by JISC in the UK. Effective practice with ePortfolio The publication investigates good practice in the use of ePortfolios as a support in learning and as an aid to progression to the next stage of education or to employment. AeP survey instruments
Pixel BIT In contexts in which we are, in which the "Information and Communication Technology' (ICT), become an element of development and empowerment of our schools and training institutions. Pixel-Bit, Journal of Media and Education, aims to provide a platform for the exchange of ideas, experiences and research on the application of ICT, regardless of the format in which they are submitted and training contexts in which they develop, whether these formal, non-formal or informal, and educational level. Pixel-Bit, Journal of Media and Education, aims to be a channel of distribution and exchange of ideas and information between researchers in different countries and communities concerned about the introduction, improvement and understanding of ICT in training processes.
Petit précis d’usages de Twitter en classe Vous voulez introduire les réseaux sociaux dans votre pédagogie? Voici quelques conseils et pistes de réflexion avant de se lancer Avant de commencer : Se familiariser avec l’outil pour bien comprendre ses paramètres et ses fonctionnalités : « philosophie » du réseau choisi, codes de communication etc Pourquoi l’utiliser ? L’outil devient pédagogique si on lui en donne la fonction. Les nombreux témoignages que l’on peut lire sur l’usage de twitter en classe (répertories par Bertrand Formet ici ) nous montrent que les usages peuvent en être très variés: courtes productions écrites en classeéducation à l’internet et éducation citoyenne live-tweet de sorties/voyages scolaires moyen de communication, soutien, interactivité sur temps personnel de l’élève,ouverture de la classe à un plus large réseau etc.usage ponctuel pour un projet …etcQuand l’utiliser? 2. Un compte classe? Le compte classe est souvent le plus adapté avec les classes de primaire et de collège. 3. En classe: Hors temps de classe:
Catalyst for Learning site Experienced ePortfolio practitioners know that “pedagogy drives technology” and meaningful ePortfolio practices involve a complex interplay among teaching, learning and technology. The technological aspect of ePortfolio, while not primary or singular in importance, can nonetheless play a critical role in supporting and enhancing — or, in some cases, hindering — campus efforts to realize ePortfolio’s transformative potential. Explore rich narratives from the C2L campuses. Teams discuss platform selection, strategies for engaging students, and ways their platform supports outcomes assessment and professional development. Learn about the importance of selecting an effective ePortfolio platform and the various ways campuses use their ePortfolio technology to support and enhance student, faculty, and institutional learning. Browse the list of articles, presentations, and other multimedia resources related to ePortfolio Technology. Currently Used by C2L Partner Campuses
Bienvenido a SCOPEO | Observatorio SCOPEO 2014 AAEEBL Annual Call for Proposals - AAEEBL July 28-31, 2014 Hynes Convention Center The deadline for proposal submission has passed. Introduction and Conference Context AAEEBL and the eportfolio community have long recognized that eportfolios and information/educational technology can fundamentally alter – have fundamentally altered – how people learn. A parallel and potentially synergistic movement in higher education to eportfolios is that of "engaged learning.” In the past several years, a number of theories have elaborated the perspectives of revolutionary theorists and philosophers in the fields of education, psychology, and technology in ways that are particularly relevant to issues of engaged learning. AAEEBL and the eportfolio community have been promoting this new learning paradigm for many years. This year’s conference is all about synergy, intersection, and integration. 1. 2. 3. 1. Reference: Sankey, M., Brich, D., & Gardiner, M. (2010). 2. 3. 4. Student Workforce Training and Professional Development 5. 6. 7. Questions?
EIfEL – European Institute for E-Learning Info In the context of a knowledge society, where being information literate is critical, the ePortfolio can provide an opportunity to support one's ability to collect, organise, interpret and reflect on his/her learning and practice. It is also a tool for continuing professional development, encouraging individuals to take responsibility for and demonstrate the results of their own learning. Recognising individual achievements In the view of a US "e-portfolio consortium": "the student portfolio is quickly becoming recognised as an important means of documenting and evaluating achievements and improvements in student learning. Improving the quality of learning provision We believe that use of the digital portfolio represents an opportunity to improve the quality of education, providing teachers and staff with valuable information to design individualised challenging learning experiences. More Proceedings -- the proceedings of Portfolio conferences.
Revista Virtual Universidad Católica del Norte La “Revista Virtual Universidad Católica del Norte” -ISSN 0124-5821- es una publicación académica e investigativa de la Católica del Norte Fundación Universitaria, Pionera en educación virtual en Colombia. No 41 (2014): Febrero-Abril Revista Virtual Universidad Católica del NorteISSN-0124-5821 Editor: Alexánder Arbey Sánchez UpeguiContacto: edicion@une.net.co / asanchezu@ucn.edu.co Católica del Norte Fundación UniversitariaCampus Santa Rosa de Osos (Antioquia) Carrera 21 No 34B – 07Sede Administrativa Medellín (Antioquia) Calle 52 No 47 – 42 Edificio Coltejer, Piso 5PBX (57) (4) 6 05 15 35ColombiaContacto: info@ucn.edu.co - Portal Web: www.ucn.edu.co
Pédagogies actives … une tautologie ? Voici donc la première d’une série de quatre vidéos qui ont été tournées lors d’une conférence donnée à l’ENTE (Ecole Nationale des Techniciens de l’Equipement) de Valenciennes (France). J’étais invité à parler de la pédagogie et des technologies, de la place des TICe (Technologies de l’information et de la communication pour l’enseignement) dans la pédagogie, de la ePédagogie …. pas trop vite ! Un des thèmes d’entrée dans la problématique était celui des méthodes actives souvent associées à la recherche des valeurs ajoutées de ces TICe pour l’enseignement et surtout pour l’apprentissage. Mais quels sont ces dispositifs ? Quels en sont les critères de qualité ? Parmi ceux-ci, nous avons choisi la porte d’entrée de l’alignement pédagogique, de l’alignement entre les objectifs et compétences attendues, les méthodes pédagogiques, l’évaluation auquel nous avons ajouté les outils tant leur influence sur les compétences, les méthodes … est grande. Après cette séance de cinéma (!)
AEEBL - the Association for Authentic, Experiential and Evidence-Based Learning The word "eportfolio" has been around since the late 1990s and for a decade was a hyped word. As long as there was a hint that the technology itself would change things on campuses, the word "eportfolio" was a galvanizing term. By 2012 or so, however, the term "eportfolio" seemed passe as the hype cycle had dipped. No longer was the term as captivating as it had been. But ECAR annual surveys show that adoption rates belie the "passe" assessment: eportfolio adoption since 2010 has in fact made eportfolio now a part of campus landscapes at half of all institutions of higher learning, and nearly all institutions have some kind of deployment of eportfolios. Not only are eportfolios not "passe" but are growing in use while use of LMS has declined slightly. ePortfolio describes a technology, essentially a learner-owned account in a cloud-based application maintained by a corporation. In that technological distinction lies a world of meaning.
RED. Revista de Educación a Distancia. Elearning. Instructional design. Director Honorífico: Charles M. Reigeluth Miguel Zapata Ros.- Editor. Manuel Esteban Albert y María Teresa Caro Valverde.- Directores científicos. Nora Lizenberg.- Editora adjunta. Consejo Científico: José Ignacio Aguaded, Universidad de Huelva, España. Manuel Area, Universidad de La Laguna. Karen Belfer, Centre for Instructional Development and School of Instructor Education at Vancouver Community College Mark Bullen, The Commonwealth of Learning. Cabero, Julio. Celia Chain Navarro, Universidad de Murcia. Gráinne Conole, University of Leicester. Carflos de Castro, Universidad de Córdoba. M. Manuel Esteban Albert. Ramón Ferreiro, Nova Southeastern University, USA. Lorenzo García Aretio, UNED, Cátedra UNESCO de Educación a Distancia. Francisco GarcíaPenalvo. Carina González, Universidad de La Laguna Wolfram Laaser, Worldwide Education, Austria-EU. John Mak, Sydney Institute, TAFE NSW. Carlos Marcelo, Universidad de Sevilla. Marta Mena, Universidad Tecnológica Nacional, Argentina. Consejo Editorial:
Southeast Regional 2014 at the University of Georgia Join AAEEBL at the University of Georgia November 10-11, 2014 Conceptions, Misconceptions, and Best Practices: The Whys and Hows of ePortfolios Full program for November 10-11 available here Register now. Conference Context Faculty and administrators in higher education traverse a landscape full of emerging and evolving technologies, and they must make decisions regarding the efficacy of these nascent technologies with respect to their strategic and academic goals. ePortfolio is a transformative instrument whose time has come. Conference Focus and Topics of Inquiry The Center for Teaching and Learning (CTL) in the Office of the Vice President for Instruction at the University of Georgia is pleased to host the 2014 Southeast Regional Conference of the Association for Authentic, Experiential, and Evidence-Based Learning (AAEEBL) in which participants will engage in conversations and presentations centered around the conceptions, misconceptions and best practices for using portfolios.