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
Ethiopian kids hack OLPCs in 5 months with zero instruction What happens if you give a thousand Motorola Zoom tablet PCs to Ethiopian kids who have never even seen a printed word? Within five months, they'll start teaching themselves English while circumventing the security on your OS to customize settings and activate disabled hardware. Whoa. The One Laptop Per Child project started as a way of delivering technology and resources to schools in countries with little or no education infrastructure, using inexpensive computers to improve traditional curricula. Rather than give out laptops (they're actually Motorola Zoom tablets plus solar chargers running custom software) to kids in schools with teachers, the OLPC Project decided to try something completely different: it delivered some boxes of tablets to two villages in Ethiopia, taped shut, with no instructions whatsoever. Just to give you a sense of what these villages in Ethiopia are like, the kids (and most of the adults) there have never seen a word. But that's not what OLPC did. Via MIT
Evidence of Evidence-Based Teaching Evidence-based teaching seems like the new buzzword in higher education. The phrase appears to mean that we’ve identified and should be using those instructional practices shown empirically to enhance learning. Sounds pretty straightforward, but there are lots of questions that haven’t yet been addressed, such as: How much evidence does there need to be to justify a particular strategy, action, or approach? Is one study enough? What about when the evidence is mixed—in some studies the results of a practice are positive and in others they aren’t? Questions like these should prompt more cautious use of the descriptor, but they don’t excuse us from considering the evidence and how it might be incorporated into the teaching-learning activities of our courses. The tool was designed to assess taped teaching samples, and that’s how the faculty research team used it (with interesting results, highlighted in the December issue of The Teaching Professor). Reference: Eddy, S.
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
Four Scary Good Ed Tech Sites I spent some time trying to come up with a really scary post for Halloween, but I decided I would stay positive instead and share some scary good sites on educational technology. Get it? Scary? iLearn Technology This site by Kelly Tenkely is filled with terrifyingly wonderful new sites for K-12 and suggestions for how best to integrate them into the classroom. Blogging About the Web 2.0 Connected Classroom Steven Anderson (@Web20Classroom on Twitter) is the ghoul behind this amazing site. Free Technology For Teachers This bone-rattling good site is run by Richard Byrne. eduClipper This website comes from the mad scientist himself, Adam Below. Failure to check out any of these amazing sites is a surefire way to bring down the wrath of the educational gods of yore.
Catalyst for Learning: ePortfolio Resources & Research Created by 24 campuses in the Connect to Learning project, Catalyst for Learning: ePortfolio Resources and Research demonstrates the potential ePortfolio has to transform higher education. Developed for a broad audience, the Catalyst site will help ePortfolio teams and campus leaders meet the fast-changing needs of 21st century higher education. Showcasing practices from Boston’s Northeastern University, San Francisco State, IUPUI, Manhattanville College, CUNY’s new Guttman Community College and others across the country, Catalyst for Learning offers evidence, strategies and stories which highlight the ways ePortfolio can advance learning, deepen pedagogy and assessment, and support institutional change. The Evidence section showcases the difference ePortfolio can make in higher education. The Catalyst Framework is a comprehensive, evidence-based framework which helps us understand the challenge of building and sustaining a successful ePortfolio initiative.
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.
Emerging Practice in a Digital Age Download the publication1 See supplementary resources, including video clips, podcasts and detailed versions of the case studies2 The environment of further and higher education is changing in response to economic pressures, government policies and changing behaviours influenced by greater ownership of new and increasingly more powerful technologies. In turn, this is encouraging institutions to review key aspects of their provision and to reassess what is delivered, to whom and in what ways. The quality of the learning experience is still the prime consideration, but our understanding of what constitutes quality has grown to recognise the importance of aspects such as personalised learning and an increasing emphasis on learner satisfaction and preparing students for future employment. So what role does emerging practice in the use of technology to enhance learning play in responding to these key drivers for change and why do institutions need to nurture emerging practice?
5 Lessons Worth Learning About E-Portfolios -- Campus Technology Electronic Portfolios 5 Lessons Worth Learning About E-Portfolios The University of Alaska Anchorage shares best practices from its institution-wide electronic portfolio implementation and new approaches to gain rapid traction among faculty and students. By Dian Schaffhauser10/21/15 The University of Alaska Anchorage introduced e-portfolios to the campus in a big way this year, rolling out the technology across the entire institution. 1) Promote From the Bottom Up In implementing its electronic portfolio program, dubbed eWolf, U Alaska took great pains to avoid overstepping or top-down commanding, opting for a more grassroots approach. Several years ago, a subcommittee of the university's faculty senate spent two years appraising the application of digital portfolios to figure out what usage looked like on campus. Project Origins Last year, we interviewed E-Portfolio Services Coordinator Paul Wasko about the University of Alaska Anchorage's portfolio plans. 2) Dedicate a Team
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.
e-Learning solutions There has been much talk lately about e-learning and e-learning platforms, but what exactly is e-learning? This is a term used to define all forms of electronically supported transfer of skills and knowledge, i.e. learning and teaching. Content is delivered via the internet, multimedia devices (MP3, video, CD-Rom) or satellite TV, and it can also involve an online instructor to guide the students through the learning process. Learning platforms are a tool with which to deliver this content. Usually located on a computer on the internet, they are typically accessed by means of a web browser. They allow for teachers to share content with their students, for students to ask questions to the teachers, and a whole range of activities, such as peer-to-peer discussions, research centres, etc. Advantages of e-learning e-Learning has the advantage of reaching students wherever they are and whenever they have the time. E-learning tools provide a progressive course that matches students’ needs.
ePortfolio Step-by-Step Process - ePortfolios with GoogleApps Students: (Optional) Use a simple table or GoogleDocs Spreadsheet to list the artifacts, and assign (classify) each one to the outcome/goal/standard that the artifact will demonstrate. Use the table to keep track of artifacts that might be stored on one of the many Web 2.0 sites that you could use to store your work. See Dr. Barrett’s portfolio for an example (Artifacts in GoogleDocs Spreadsheet).Recommendation: Students: convert all attached artifacts into web-compatible formats (JPEG or PDF) so that the potential reader will not need to own the original software in order to read it (i.e., Microsoft Office, Publisher, Inspiration documents could easily be converted into PDF and attached to a blog entry, or link to GoogleDocs).