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International Journal of ePortofolio

International Journal of ePortofolio
Related:  ICT in EducationePortfolio Concepts

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.

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. What the OLPC Project has realized over the last five or six years, though, is that teaching kids stuff is really not that valuable. 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. But that's not what OLPC did. Via MIT

Mein Portfolio - Mahara-schoolnetworking Ich habe bis 2010 Englisch und IT Anwendungssoftware an der HLSII Mannheim und an der CBS Heidelberg unterrichtet. Ausserdem bin ich seit vielen Jahren in der Lehrerfortbildung Bereich Englisch - Neue Medien tätig und setze in den FOBIS Moodle auch als Kommunikations- und Materialplattform ein. Seit Schuljahresbeginn 05/06 haben alle meine Klassen einen Moodle Kursraum. An meiner Mannheimer Schule war ich Admin für Moodle, habe ausser meinen Kursen auch ein "Lehrerzimmer" eingerichtet und in Workshops Kollegen in Moodle und die Kurserstellung eingeführt. Mein Ziel besteht darin, die Zusammenarbeit und den Austausch unter Kollegen über Moodle zwecks Synergieffekten auszubauen. Priorität hat jedoch die schülerbezogene Seite von Moodle und die Umstellung des Lernens und Lehrens, so dass der Schüler für sein eigenes Lernen Verantwortung übernimmt und zu selbständigem Handeln geführt wird. Sieglinde Jakob-Kühn Education Deutschland

5 Steps To Make You A Better Researcher Research involves a lot of information and data which have to be easily and efficiently managed under tight deadlines and time restraints. The following steps will offer you a bit of insight into how you can become a better researcher using some simple web tools like mind maps and bookmarklets. 1. Use a bookmarking tool After hours, days and weeks of research, what a relief it is to find all your links and selected information gathered in a library of resources. Whether we talk about writing a paper, an essay, a journal article or a simple research draft, bookmarks are a good partner for organizing your work. ● researched links ● images ● text 2. As opposed to the linear thinking pattern, a mind map will allow you to visualize your research bookmarks in a non-linear format. 3. All the resources you gather on the mind map can be classified according to your research purpose, objectives and structure. ● organized ● manageable ● logical ● fun to work with 4. 5.

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? 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). Here’s a sampling of actions from the 21 that appear on the PORTAAL instrument. The tool doesn’t offer a comprehensive listing of evidence-based practices. Reference: Eddy, S.

Bienvenido a SCOPEO | Observatorio SCOPEO 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? Anyway, here are four tried and true sites I always turn to when I need help with a tech tool or when I'm looking for something new. Warning: the puns you are about to read are also terrifying. 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.

A Mahara Guide Using Twitter to Enhance Your Research & Teaching: A Brief Introduction for Academics & Postgraduate Students 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.

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

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. 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? Throughout the publication, you are encouraged to reflect on the pedagogical and other benefits that new and emerging technologies offer and how they might enhance the learning experience in your own institution. Further information Emerging Practice in a Digital Age is available in different formats6.

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