ePortfolios and Assessment
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Presentation given at Falmouth University College, 14/12/2006
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ePortfolios and Assessment
- 1. Personal development planning, portfolios, e-portfolios, assessment and reflective learning George Roberts Oxford Centre for Staff and Learning Development Falmouth 14 December 2006
- 8. Personal development planning, portfolios, e-portfolios, assessment and reflective learning Free mind is also used at Goldsmiths’ College, London as front end to an ePortfolio (IMS ePortfolio, BS8788)
- 17. Outer Layers : Re-engaging with formal learning, e.g.: * Access to HE in FE * Building a CV using simple tools online and on a memory stick Community Core Middle Layers: acculturation to education; people move towards the core through legitimate peripheral participation in communities of knowledge and inquiry, e.g.: * Virtual personal tutee network * From Foundation Degree to * Final year Inner Layers: Moving towards mastery, e.g.: * Modelling authentic learning experience on a publishing project * Students mentor other students in a virtual social learning space Learning is a journey through concentric layers towards the core or heart of communities of knowledge, inquiry or practice
- 21. Travel required Access to HE in FE Professional Pathways Professional CVs for Recruitment HND Multimedia Access to Art PGCE Primary Refugees in HE Arts Foundation Wine Studies Brookes: Social Care Brookes: Certificate Teaching in HE CMALT BLITZ CV Builder
- 24. Learner voices: Laura http://www.jisc.ac.uk/whatwedo/programmes/elearning_pedagogy/elp_learneroutcomes/elp_learnervoices.aspx
- 29. Beyond the filing cabinet case studies 1: Blogs http://www.globalvoicesonline.org/ http://del.icio.us http://www.downes.ca
- 30. http://www.brookes.ac.uk/schools/education/arts/diaries/home.html ! http://blogs.warwick.ac.uk/groups/en-all
- 31. http://pdp.coventry.ac.uk/blog.aspx?blogoid=2824 http://www.pebblelearning.co.uk/
- 32. http://elgg.net/
- 33. http://my-world.typepad.com/my_weblog/ http://tao4learning.wordpress.com/
- 34. Landscape: social software An ‘”underworld” of digital communication among learners’ (LEX, Creanor et al 2006) Google and Wikipedia preferred information search & retrieval tools (LXP, Conole et al 2006) “ The concept of ‘time’ is changing – both in terms of expectation of information and results on demand. There is evidence of a fragmentation of the learning timetable” (LXP, Conole et al 2006) thanks to Greg Benfield for this slide ©BBC http://news.bbc.co.uk/1/hi/technology/3830527.stm
- 41. Link to legible pdf (404K) of map
Hinweis der Redaktion
- Learning outcomes, or expected or anticipated, learning outcomes, are an expression of what students should be able/expected to do at the end of the course.. The ‘do’ is important. Outcomes are the demonstrable behaviour resulting from the student learning. How can students demonstrate that they have learned? (you’ll note using learning outcomes nicely integrates learning and assessment or ‘assessment for learning’). So an outcome isn’t that students will ‘understand’ a given topic, but that they will demonstrate their understanding through e.g. Comparing the main ideas outlined in the course syllabus Solving a problem Designing a novel solution Making a clear and reasoned argument, backed up by the literature covered in the syllabus