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Making Success visible Sam Harris

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Making Success visible Sam Harris

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This 20x20 presentation will cover best practice steps for setting up program-level ePortflios, with a focus on visibly
demonstrating ePortflio impact and success. These can include aligning assessment criteria with program -level outcomes, ensuring consistency of rubrics, establishing baselines of pedagogical practie, and leading the ePortflio deployment process with a teaching and learning focus. The session will focus on designing for quality, measurable outputs
used to make success visible, including quantitative evidence of student progress over tie, assessor and instrument
analysis, and qualitative case studies of improved practice. An effctie ePortflio setup arms the ePortflio specialist
with evidence for advocatig the ePortflio as a high-impact teaching and learning tool. Sam is the Learning Designer at
the University of Queensland working exclusively in e Portflio deployment and support. He has assisted numerous schools and
programs across the university to harness ePortflios for learning and assessment, guiding processes of outcome/assessment mapping, rubric creating, and assessment instrument redesign, as well as establishing effective workflows for e Portflio deployment.
Sam has a Master of Education (Information & Communication Technologies) and many years of previous experience in secondary
education, education management and educator training.

This 20x20 presentation will cover best practice steps for setting up program-level ePortflios, with a focus on visibly
demonstrating ePortflio impact and success. These can include aligning assessment criteria with program -level outcomes, ensuring consistency of rubrics, establishing baselines of pedagogical practie, and leading the ePortflio deployment process with a teaching and learning focus. The session will focus on designing for quality, measurable outputs
used to make success visible, including quantitative evidence of student progress over tie, assessor and instrument
analysis, and qualitative case studies of improved practice. An effctie ePortflio setup arms the ePortflio specialist
with evidence for advocatig the ePortflio as a high-impact teaching and learning tool. Sam is the Learning Designer at
the University of Queensland working exclusively in e Portflio deployment and support. He has assisted numerous schools and
programs across the university to harness ePortflios for learning and assessment, guiding processes of outcome/assessment mapping, rubric creating, and assessment instrument redesign, as well as establishing effective workflows for e Portflio deployment.
Sam has a Master of Education (Information & Communication Technologies) and many years of previous experience in secondary
education, education management and educator training.

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Making Success visible Sam Harris

  1. 1. Making Success Visible Sam Harris Learning Designer: ePortfolio
  2. 2. • Faculty of Health & Behavioural Sciences – Bachelor of Nursing – Bachelor of Midwifery – Bachelor of Nursing and Midwifery – Master of Nursing Studies – Master of Nurse Practitioner Studies – Bachelor of Pharmacy (Honours) – Graduate Certificate in Pharmacy Practice – Master of Dietetics Studies – Bachelor of Dental Science (Honours) – Master of Speech Pathology Studies – Master of Occupational Therapy Studies – Master of Business Psychology – Bachelor of Health, Sport & Physical Education – Bachelor of Social Work – Master of Social Work Studies – Master of Psychology – Bachelor of Speech Pathology Studies • Faculty of Medicine – Doctor of Medicine (Pilot) – Bachelor of Health Sciences • Faculty of Engineering, Architecture & Information Technology – Bachelor of Engineering (Honours) – Master of Engineering: Professional Experience Context: Current & Future ePortfolio programs • Faculty of Business, Economics & Law – Master of Business (MGTS7621 Career Transition) – Master of Tourism, Hospitality & Event Management (TOUR7040 Professional Experience) • Faculty of Science – Bachelor of Veterinary Science – Bachelor of Veterinary Technology – Bachelor of Equine Science – Bachelor of Occupational Health & Safety Science • Faculty of Humanities & Social Sciences – Bachelor of Arts (WRIT3613 Making History) – Bachelor of Criminology & Criminal Justice (Honours) – Master of Teaching (Primary) – Bachelor of Music (Honours)
  3. 3. • Advocating for “another platform” • Teaching & Learning impact can be difficult to make tangible • Cutting through: How to make people care? Making success visible: Defining the problem
  4. 4. • Quantitative Evidence – Data capture and analysis • Qualitative Evidence – Build a bank of successful use cases • Share the Success – Build a Community Potential Solutions
  5. 5. Quantitative Evidence Aligning Assessment Criteria with Competencies/Outcomes Courtesy of Ms Peta Winters-Chang
  6. 6. Run with Time Intervals by: • Student to demonstrate individual progress over time • Group to demonstrate cohort differences or (better yet), impact of adjusted teaching and learning practices Courtesy of Ms Peta Winters-Chang Quantitative Evidence Aligning Assessment Criteria with Competencies/Outcomes
  7. 7. Quantitative Evidence Student-focused Outcome Tracking
  8. 8. Quantitative Evidence Establishing baseline of student performance Courtesy of Dr Peter Moyle
  9. 9. Quantitative Evidence Analysis by Criteria Courtesy of Dr Peter Moyle
  10. 10. Quantitative Evidence Analysis by Criteria by Assessor Overall Cohort Assessor D Courtesy of Dr Peter Moyle
  11. 11. Qualitative Evidence ePortfolio Models of Use Track Development Tracks student performance across chosen performance indicators over time. This can allow for student goal-setting and tracking (student-centred), as well as effectively charting student progress against the Program learning objectives, skills and competencies (teacher-centred). Collaborate Provides a platform for the creation of learning activities based upon student collaborative production and peer assessment. Reflect Develops self- and peer-reflective practices within students. This allows students to contextualise their work within their academic and professional growth. Showcase Provides students with a means of presenting an array of exemplary work. This can be used by the student after graduation for professional accreditation, while seeking employment, and for establishing an academic/professional identity.
  12. 12. Qualitative Evidence Tracking Development - Dietetics Courtesy of Ms Cheryl Collins
  13. 13. Courtesy of Ms Cheryl Collins Qualitative Evidence Tracking Development - Dietetics
  14. 14. Master of Teaching (Primary) • Students use the ePortfolio to demonstrate accreditation for Education Queensland • Guidance given in showing evidence against the AITSL standards framework Qualitative Evidence Showcase
  15. 15. Future Showcase direction UQ Employability Award • Students use the ePortfolio to capture their extracurricular activities towards the UQ Employability Award • This embeds the UQ ePortfolio as a standard means of collecting evidence around the broader student experience
  16. 16. • Teaching & Learning Committees • Video Case Studies • Exemplar Materials • ePortfolio Community of Practice Sharing the success
  17. 17. Sharing the success Showcase Exemplars Created by Ms Jessica Tsai
  18. 18. Sharing the success ePortfolio Community of Practice Currently 32 members with ~15 active members Mixture of Professional & Academic staff Formal Purposes: • Determining best practice across ePortfolio use • Identifying new means of leveraging the tool for effective teaching and learning • Collaborative problem solving of implementation issues within Programs and Courses • Stewarding knowledge to ensure continuity of practice Informal Purpose: • A place to share and celebrate victories, commiserate over setbacks, swap tips and resources, and chat off-the-record with those who are going through a similar experience
  19. 19. • Advocating for “another platform” – The “right tool for the right job” – Demonstrate value not able to be shown otherwise • Teaching & Learning impact can be difficult to make tangible – Quantitative data to demonstrate impact – Qualitative case studies easily citable examples • Cutting through: How to make people care? – Exemplars to show what is possible – Share stories of success with invested others Answering the problem
  20. 20. Project Sponsor: Professor Sarah Roberts-Thomson Project Managers: Tamara Pratt, Renee Golding & Greta Scott-Hunter Project Team: Jessica Tsai Dr Sam McKenzie Elizabeth Wardrop Ailsa Dickie Nathan La Burniy Sam Harris Project Team (Past & Present)

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