Despite pockets of good practice across the disciplines, wide-scale adoption of e-portfolios across further and higher education institutions has been less commonly achieved, and where large-scale implementation has occurred, little has been shared to inform the work of others. Now a JISC-funded e-Portfolio Implementation Toolkit and a series of institutional video case studies have brought together information and guidance from institutions with experience of e-portfolio implementation to assist universities, colleges and other organisations planning to mainstream their use of e-portfolios.
Crossing the Threshold is a short publication which follows the stages of a typical implementation journey, synthesising insights and guidance from the toolkit and supporting case studies to form a summary of good practice at each stage of the process. The aim is to assist readers in accessing more detailed information in the online resources by providing links to or quotes from relevant material.
"Will Richardson has spent the past decade thinking and writing about how emerging web technologies can be best used in classrooms and schools. Called 'a trendsetter in education' by The New York Times, Will is author of the bestselling book Blogs, Wikis, Podcasts and Other Powerful Web Tools for Classrooms, and has spoken to tens of thousands of educators in more than a dozen countries about the value of online learning networks.
":Last month, in the middle of a cold Melbourne winter, we hosted a free event in the State Library of Victoria's Experimedia room -- a distinctive space where 19th-century grandeur meets 21st-century digital technology in a spacious bluestone-walled courtyard. Around 250 educators came together to explore the theme of Education Leadership.
"The attendees were encouraged to start thinking about how they can work together rather than in isolation within their own classrooms. The event focused on the changing nature of education and how technology can shape the future of learning which each of the speakers speaking passionately about their areas of expertise."
Jane Hart from the Center for Learning & Performance Technologies released the following clickable guide to learning in a social organization.
What’s interesting is the role of social dynamics outlined, which parallels some of Albert Bandura’s (among other researchers and theorists) ideas on the role of observation in learning, specifically attention and imitation in a (formal or informal) learning “workflow.”
York University's Institute for Research on Learning Technologies conducts research and evaluation of instructional technologies used in public schools, postsecondary education, and lifelong learning...
Listed on this page are links to all IRLT reports. They are in PDF format, and you will need Acrobat® Reader® to view them.
You can find reference details for IRLT members' articles, chapters, published conference proceedings, and books in the Annual Reports.
Can creativity be taught? If innovation is truly the key to this country’s success, then it’s time to think strategically about engendering creativity into our education system.
That’s part of Tina Seelig’s thesis in her new book Ingenius: A Crash Course on Creativity. Case in point: In schools, when we give students math problems to solve, we ask simply, “What’s the sum of 10+10?” to which there is only one right answer. But Seelig says we should turn the question on its head, and ask, “How many ways can you add 10+10?” The question you ask is the frame in which the answers will fall, Seelig says.
This approach is fundamental to Seelig’s work as a professor at the Hasso Plattner Institute of Design at Stanford. The Institute (or “d.school”), renowned for incubating inventive new businesses, is committed to teaching students about design thinking. And it’s in her course on creativity where Seelig introduces students to her celebrated Innovation Engine, which she says represents all the values we need to unlock creativity.
The Disciplinary Thinking Team are delighted to announce the final release of over 40 Open Educational Resources developed to support courses and events on learning and teaching in higher education.
These materials are the equivalent of 300 study hours of Masters Level resources, all released under the Creative Commons Attribution – Share Alike license: CC-BY-SA.
Delivered mainly as MS Word documents and MS Powerpoint presentations, the materials are flexible and adaptable and we encourage you to use them as they are, or if you prefer, modify them for your own best use.
The materials were developed by our Educational Developers: Dr Jane Hughes and Dr Colleen McKenna from HEDERA with feedback and input from colleagues nationally and internationally.
Although the project is now in the process of winding up, we will be keeping this blogsite live and encourage you to feedback to us your thoughts on the resources.
Thank you for all your support during the project.
Mary Beth Hertz (@mbteach on Twitter) is an elementary computer teacher in Philadelphia, PA and a regular blogger on Edutopia. You can read more of her work on her own blog at Philly-teacher.
Bergmann, along with two co-authors, tries to dispel some of the myths surrounding the flipped classroom. For instance, they state that the flipped classroom is NOT "a synonym for online videos. When most people hear about the flipped class all they think about are the videos. It is the interaction and the meaningful learning activities that occur during the face-to-face time that is most important."
Explore the online repository of current faculty and instructor training programs available from Ontario's public colleges and universities.
The repository showcases the current breadth of 70 faculty and instructor training programs at Ontario’s public colleges and universities and provides opportunities for institutions to collaborate and build on current training programs.
Faculty and instructor training programs are focused on two primary objectives:
- Curricular and Instructional Development including: course design, development, and instruction; technology usage in teaching and learning; and, program policy, support services, and assessment.
- Technical and Systems Operation including: conferencing platforms (audio/video/web); learning management systems; and, systems procurement, maintenance, and operations.
You can search the repository by institution name and available services. Advanced searches are also possible by location, type of postsecondary institution, and/or, objectives.
Could Facebook Become an Online University?TechnoratiThis is often delivered in an informal environment. However, has anyone considered for a moment the idea of using Facebook as a learning platform, also known as a Learning Management System (LMS).
A handful of classrooms in Anoka-Hennepin high schools might appear equipped for surveillance rather than teaching to students returning from summer vacation next week.
KF: This strategy has a lot to offer educational instiitutions that may find they have unsustainable course offerings dur to flagging enrolments. Creating partnerships that allow cohorts to connect via telepresence may mean that a viable class can be established as a cross-institutional undertaking.
School systems today need leaders who are technologically savvy and can navigate the online environment. They must also have skills ranging from financial and human resource management to outcomes measurement, and government relations-all with a solid grounding in ethics and personal conviction. Some educational leaders are concerned that the online environment does not have the same high quality as the campus environment, but comparing campus and online classes may be like comparing apples and oranges because there are differences in the type and caliber of learners who choose one delivery model over the other, and there are differences in personality and communication skills of campus instructors and online instructors. After careful consideration of the potential benefits and challenges of the e-learning paradigm, it is reasonable to conclude that when it is done well, e-learning can be authentic and active. Quality online programs and global partnerships enable best practices institutions to develop professional adult educators and invest in faculty development of scholar-practitioners.
Meaningful Play 2012 is an interdisciplinary academic conference that explores the potential of games to entertain, inform, educate, and persuade.
Whether designed to entertain or to achieve more "serious" purposes, games have the potential to impact players' beliefs, knowledge, attitudes, emotions, cognitive abilities, physical and mental health, and behavior.
Meaningful Play 2012 is a conference about theory, research, and game design innovations, principles and practices. Meaningful Play brings scholars and industry professionals together to understand and improve upon games to entertain, inform, educate, and persuade in meaningful ways.
The conference will include thought-provoking keynotes from leaders in academia and industry, peer-reviewed paper presentations, panel sessions (including academic and industry discussions), innovative workshops, roundtable discussions, and exhibitions of games and prototypes.
"By their very nature, primary sources engage students in inquiry. First, they transform the learning process by provoking critical thinking: questioning; making inferences; interpreting different points of view; using critical thinking skills to analyze and evaluate; drawing conclusions; and pulling together disparate pieces of evidence to think conceptually.
"Second, primary sources engage students both emotionally and personally because the sources represent authentic voices and images. Students connect to the people who produced or were subjects of the primary sources as they rarely, if ever, connect to textbooks and other secondary sources.
"Finally, the conflicting nature of primary sources helps students see the complexity of issues and recognize the importance of context for credible interpretation. This multiple-perspective approach is particularly important for historical inquiry."
The range of technologies available to support teaching and learning in higher education continues to grow exponentially. There is a growing expectation for educators to be well informed and familiar with the many suitable technologies and systems that are available to be used for delivering courses online, and to complement classroom (face-to-face) education. Detailed evidence of the perceptions and applications of the use of e-technologies is needed to inform not only teaching practice, but also policy development. These e-technologies need to be matched to pedagogical styles in order for online teaching and learning to be successful. Based on 33 semi-structured interviews, this paper presents a study of staff experiences of e-technologies, using Chickering and Gamson's 'Seven Principles of Good Practice' to provide educators with information about the most appropriate e-technology to support their pedagogical aims.
KF: iJET is a web-based journal that adheres to an open access policy. Registration is required to access the articles but it is free - you can register as both Author and Reader in the same process.
In the spirit of the NMC Horizon reports, a group of scholars at the Open University has prepared a thorough and thoughtful analysis of what is coming in pedagogy. The 36 report is available he...
This is the 6th annual conference on blended learning sponsored by COHERE (Collaboration for Online Higher Education & Research) and CSSHE (Canadian Society for the Study of Higher Education). It will feature Dr.Tony Bates, the well known scholar and commentator on the use of technology in higher education. His latest book is Managing Technology in Higher Education: Strategies for Transforming Teaching and Learning(Jossey-Bass, 2011).
The Flipped Classroom: The Full picture is not about watching videos as homework. This video illustration accompanies ebook and blog posts on The Flipped Cla...
Explore the online repository of worldwide professional development opportunities that support skills and capacity of faculty and instructors with respect to the innovative use of technology in post-secondary education and training.
Events are posted from around the world, where the primary language of interaction will be in English.
Professional development opportunities are focused on five primary areas:
Course Design, Development, and Instruction.
Technology Usage in Teaching and Learning.
Program Policy, Support Services, and Assessment.
Technical Configuration and Systems Operation.
Comprehensive (multiple foci).
The repository is keyword searchable by event title and available topics. Advanced searches are also possible by delivery; objective; format; and/or, region. New events are added on a regular basis and we encourage you sign up for our e-mail alert that will advise you when new events are added to the repository.
This new and exciting program breaks the mould of traditional educator professional development will be launched in Adelaide on 25 October 2012.
‘Designing learning in the Digital Age’ is based on the 10 global meta-trends identified in the New Media Consortium’s 2012 Retreat Communique.
Modelling a ‘flipped classroom’ approach where participants will be actively curating their own learning, and will take away something more tangible than just ‘new knowledge’.
The one-day event will be followed by four weeks of synchronous and asynchronous activities so that participants can continue their learning, sharing and networking.
The goal is to enable participants to facilitate disruptive and transformative learning experiences in their own organisations.
What exactly does it mean to flip a classroom? The idea means reversing the standard order of learning that involved students sitting for instruction in the class and then doing homework outside of class.
For the past year, I have researched the what, who, when, how, and why of Personal/Professional/Passionate Learning Networks (PLNs). We have seen the benefits of the people we choose to connect, collaborate, and problem solve with through social media. The educators, subject matter experts (SMEs), authors, and mentors we choose to derive knowledge from help us self-reflect on our methodologies and beliefs.
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