How do I measure the effects of shifts in my professional practice?

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How do you know how you're doing? Hazel Owen Image source: http://www.flickr.com/photos/crystaljingsr/3915512820/in/photostream/

Ways of finding out

What are the differences? ,[object Object],[object Object],Image source: http://www.flickr.com/photos/gforsythe/6060497979/in/photostream/

What are the differences? ,[object Object],[object Object],[object Object],Adapted from: University of Alaska ; and Nelson Mandela Metropolitan University ;

The purpose of reflective practice http://www.youtube.com/watch?feature=player_embedded&hl=en&v=1AfHPV-YBdI&gl=US

The reflective school (Peter Pappas) http://prezi.com/z-iozettlllo/the-reflective-school-by-peter-pappas/

Framework for reflection: Gibbs Framework source

Framework for reflection: Hegarty Framework source: http://wikieducator.org/Hegarty_Reflective_Framework_and_Template

Diagram source: Rick Whalley (with thanks) - all rights reserved

Diagram source: Rick Whalley (with thanks) - all rights reserved

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This was a presentation given at ASCILITE 2009 (Auckland). Please cite as: Owen, H. (2009, December 6-9). ePortfolios and unfamiliar spaces: Exploring the potential, the challenges and the barriers. Paper presented at the Same places, different spaces - ASCILITE 2009. Abstract: "When decisions are made to implement initiatives using e-portfolios, anxiety is sometimes expressed because of the challenge of exploring ‘new spaces’. This can occur, for example, when academic practitioners are required to re-address learning, teaching and assessment practices, and upskill in ICT. This paper has three main aims. The first is to ground the subject in current literature. Reference will then be made to two research studies conducted at Dubai Men's College where the use of e-portfolios was proposed and in one case implemented. The barriers identified around e-portfolios are described, along with an overview of current attitudes expressed at Unitec NZ during small-scale trials. To date, a comparative research study has not been conducted, but the collation of findings offers a rich picture of potential challenges for academic practitioners around adopting e-portfolios. Finally, the paper draws the threads together to recommend ways of avoiding some of these possible pitfalls." Access the full paper at: Owen, H. (2009). ePortfolios and unfamiliar spaces: Exploring the potential, the challenges and the barriers [Electronic Version]. Same places, different spaces - ASCILITE 2009 from http://www.ascilite.org.au/conferences/auckland09/procs/owen.pdf.

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*NB: currently there is about 2 minutes of dead space at the beginning of the presentation. I hope to edit this out later. To access the accompanying handout: http://www.scribd.com/full/20963840?access_key=key-tjhoooneoyc6p12igkx Abstract: The VET ePortfolio Roadmap was released in June 2009 to provide guidelines, specifications, and strategies for implementing ePortfolio initiatives. The Roadmap was published, in part, as a response to the increasing interest in the potential of ePortfolios to improve the Recognition of Prior Learning process, and expedite work-based learning, apprenticeships, and traineeships. Previous research studies into learners' use of ePortfolios endorse this response, suggesting that their levels of engagement, creativity, and feelings of empowerment are enhanced, thereby increasing retention and success. It all sounds extremely promising...but what does it actually 'look' like for students and educators? How are learners, practitioners and other stakeholders actually engaging with ePortfolios? In this paper I have three main aims. The first is to provide some background by referring to an early initiative that was implemented between 2003 and 2006 with Foundation students at Dubai Men's College (DMC) where the students created a Career ePortfolio as part of an integrated Computer, Research Skills and Projects Course. The ePortfolios, however, were not interactive, were rather 'static', and the final artifact was primarily produced for assessment rather than self-reflection and development. Since this and similar early initiatives, the introduction of Web 2.0 social software elements to ePortfolios has helped realise additional benefits, including improved reflective practice, augmentation of the quality of final artifacts, and a heightened awareness of purpose and audience. As such, the second aim is to explore recent work with Web 2.0 ePortfolios with students and faculty at Unitec NZ (a multi-sector education institution in NZ), and some of the associated findings and implications. Finally, I will draw the threads together to discuss a number of key strategies and recommendations for the effective implementation of Web 2.0 ePortfolio initiatives, including targeted Professional Development for staff, and scaffolding and guidance to assist the students with self-reflection, collection and selection of evidence of achievements, while also fostering their personalised and creative life-long learning journeys. Please cite as: Owen, H. (2009, October 16). Web 2.0 ePortfolios that work for both students and educators: Strategies and recommendations. Paper presented at the VET E-portfolios Showcase 09 - learning for life.

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This was a paper presented at the eFest meets Teaching & Learning conference, UCOL 2009. To access the accompanying handout: http://www.scribd.com/full/20133056?access_key=key-2kh798rentwwpywxfd9l Abstract: Plagiarism is a global issue that needs to be addressed by all educators and learners. This paper considers a simple definition of plagiarism, and then briefly considers reasons why students plagiarise. At Unitec NZ, Te Puna Ako: The Centre for Teaching and Learning Innovation (TPA:CTLI) is working closely with faculty, managers, student support services and library personnel to introduce strategies and tools that can be integrated into programmes and curricula whilst remaining flexible enough to be tailored for specific learners. The authors therefore provide an overview of one of the tools available to check student work for plagiarism - Turnitin - and describe the academic Professional Development (PD) approaches that have been put in place to share existing expertise, as well as help staff at Unitec NZ to use the tool in pedagogically informed ways, which also assist students in its use. Evaluation and results are considered, before concluding with some recommendations. It goes on to theorise how blended programmes that fully integrate academic literacy skills and conventions might be used to positively scaffold students in the avoidance of plagiarism. Conference participants will be asked to comment on and discuss their institutions' approach to supporting the avoidance of plagiarism (including the utilisation of PDS and other deterrents), describe their own personal experiences, and relate the strategies they employ in their teaching practice and assessment design to help their learners avoid plagiarism. It is planned to record the session so that the audience's narratives can be shared with other practitioners. Please cite as: Owen, H., & Narayan, V. (2009, 29 Sept - 01 Oct). Pedagogy, Policing or Preventing Plagiarism? Experiences with facilitating Professional Development and Turnitin. Paper presented at the Teaching excellence - excellence in teaching: Teaching and Learning Conference Meets eFest 2009, Universal College of Learning (UCOL), Palmerston North.

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Thoughts around Creativity in Education and the Potential of ICT Enhanced Learning and Teaching - this Slideshare attempts to look at the 'big picture' of creativity in education (using Ken Robinson's TED Talk as a point of inspiration), and then ties into why and how ICT might be used to help engage learners in ways that encourage creativity. It also introduces some of the Te Puna Ako: Centre for Teaching and Learning Innovation Team at Unitec NZ.

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Please cite as: Owen, H., & Schwenger, B. (2009 (6-9 July)). Supporting academic development to enhance the student experience. Paper presented at the The Student Experience: HERDSA 2009. Abstract: "Students' learning experiences and study success can be significantly enhanced through a combined approach that embeds Literacy, Language and Numeracy skills enhancement explicitly into discipline content. An essential aspect of this approach is the provision of academic professional development that is engaging and helps staff review their methodology in a supported and sustainable manner. This paper describes stage one of a pilot research study and ongoing initiative between one of the vocational disciplines (Automotive Engineering, which is part of the Unitec Applied Technology Institute) and the Academic Development Unit at Unitec New Zealand. At this stage, using a 'tradeshow approach', fifteen Literacy, Language and Numeracy related tools and strategies, as well as mini-demonstration teaching sessions, have been chosen as a way to introduce and discuss effective practice in collaborative and contextualised professional development sessions. The findings from a pilot study around the tradeshow approach, including the iterative cycle of evaluation and improvement in response to participant feedback, are shared. The study has helped identify and evaluate how this new capability building approach has assisted with supporting and motivating discipline specialists in their initiatives to embed and add value to students’ learning experiences and study success. Describing a number of key strategies and tools, this paper will discuss the results of the study as well as lessons learned and associated implications."

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Owen, H. (2008 , November 30-December 3). Learners re-shaping learning landscapes: New directions for old challenges? Paper presented at the Hello! Where are you in the landscape of educational technology: ASCILITE 2008, Deakin University, Melbourne, Australia. Abstract: The sheer inevitability and momentum of global adoption of all forms of technology has engendered a range of responses from wholehearted welcome and exploitation, to denial and anger . Consequently, the education landscape has been shifting, although not in the colossal, earth-rending manner that was initially envisaged. Information, Communication Technology Enhanced Learning and Teaching (ICTELT) has progressively continued to evolve and mature, embedded in an increasing foundation of research. One key benefit identified in this process is the inclusiveness and fluidity that can be built into ICTELT experiences, especially when they occur within a collaborative community. This paper explores an example of how ICT was used to adapt part of an existing ‘problematic’ curriculum in a way that helped address central issues, encouraged collective learning and enabled learners. In the Foundations programme at Dubai Men’s College (DMC) students find the conventions of academic writing, and the requirement to improve their proficiency, challenging, especially as they are also struggling with the transition from secondary to tertiary education, and their own changing identities. The framework of existing Communities of Learning (CoL) was employed to introduce a blended, scaffolded approach that aimed to assist students with academic writing, as well as assisting their transition to more self-directed, confident learning. The design and implementation of the interventions is described, and a brief overview of the results of the associated research study is given, along with recommendations for educators wishing to adopt a similar approach. The full paper is available from: http://www.scribd.com/doc/8459339/Owen

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This is the link to the accompanying audio for this presentation: http://blip.tv/file/1487475/ Abstract: "Assessment practice is at its most rich when assessment events are relevant, authentic and timely. Relevant assessment is that which is inextricably linked to learning outcomes designed to meet an agreed graduate profile (Biggs, 1999). Authentic assessment requires students to perform real-world tasks that demonstrate meaningful application of essential skills and knowledge. Timely assessment provides students with the opportunity to apply skills and knowledge gained as they learn. Teaching and learning in a blended format enables relevant, authentic and timely assessment that is greatly facilitated by the use of online tools, including self-grading, simulation and problem-based approaches, activities that require reflection and peer-review and the electronic delivery of assessment tasks. Drawing on Bloom’s extended taxonomy of cognitive development (Anderson, Krathwohl, & Bloom, 2001) and sociocultural theory (Vygotsky, 1934) this paper will demonstrate the value of designing and using e-assessments to enhance student learning. Examples will be explored that illustrate some of the benefits to teaching and learning offered by moving toward assessments based in flexible, mobile, collaborative learning technologies." Please cite as: Owen, H., & Martin, H. (2008 , November 17-19). Using online tools to provide relevant, authentic and timely assessment. Paper presented at the Symposium on Tertiary Assessment and Higher Education Student Outcomes: Policy, Practice, and Research, Rutherford House, Wellington, New Zealand.

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Using online tools to provide relevant, authentic and timely assessment

Using online tools to provide relevant, authentic and timely assessment

Abstract:"The potential of information communication technology (ICT) to enhance learning is under-utilised even though there are numerous process models and frameworks have been developed to assist in the design and / or adaptation of curricula. Issues with many existing design models are complex and range from the pragmatic, such as resource requirements, skills and ‘ownership’ of a project, to models being mechanical, inflexible, hierarchical and / or impenetrable. This session starts by exploring the learning and teaching value ICT can add to curricula, and then describes a process model and framework that I have adapted from existing examples. The accessible, scaffolded approach described is appropriate for very small teams or individuals working with few resources to develop resources ideal for instructors interested in blended learning and/or distance approaches. The pedagogical underpinnings of a design process are outlined, in which practitioners identify a teaching and learning problem and assess whether ICT could enhance learners’ experience of new or existing programmes, modules, units, sessions, or learning objects. Guiding questions are posed to help support the process, and an iterative practice is encouraged whereby a design is developed, piloted, evaluated, revisited, modified and re-evaluated over time, with recognition that the practitioner’s experience, skills and attitudes are likely to shift. The practical application of the model and framework is illustrated through an example developed for use in Moodle at UnitecNZ. The model and framework have yet to be piloted and MoodleMoot will offer a hands-on opportunity for participants to experiment and evaluate the tools in this session by identifying a resource or session that they would like to adapt. Then, working collaboratively, in Moodle they will work through the first part of the process model by completing the framework. Feedback and comments will be gladly accepted." Associated site: http://efest2008collaboratingbydesign.pbwiki.com/ Please cite as: Owen, H. (2008, October 8-10). Where do I Start? Integration of ICTELT into blended curricula. Paper presented at the MoodleMoot NZ 08, Eastern Institute of Technology, Hawkes Bay, New Zealand.

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1. How do you know how you're doing? Hazel Owen Image source: http://www.flickr.com/photos/crystaljingsr/3915512820/in/photostream/

2. Ways of finding out

3.

4.

5. The purpose of reflective practice http://www.youtube.com/watch?feature=player_embedded&hl=en&v=1AfHPV-YBdI&gl=US

6. The reflective school (Peter Pappas) http://prezi.com/z-iozettlllo/the-reflective-school-by-peter-pappas/

7. Framework for reflection: Gibbs Framework source

8. Framework for reflection: Hegarty Framework source: http://wikieducator.org/Hegarty_Reflective_Framework_and_Template

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