Friendfolios - Harnessing social scaffolding for reflection

•Transferir como PPT, PDF•

0 gostou•477 visualizações

Alan Cann

Educação

ePortfolios ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],2 0 0 9

Where next? ,[object Object],[object Object],2 0 0 9

Engagement? ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]

Mais conteúdo relacionado

Mais procurados

Assisting students to participate in Inquiry Based Learning

cies

Assisting students to participate in Inquiry Based Learning

cies

EDTEC 795A Case Study

Kathleen Wooley

Assignment· using the instructional task created earliergradual

ssuser454af01

University of derby online learning www.derby.ac

JASS44

Assessment in HE webinar 2

Rachel Forsyth

Assessment in he 2014 webinar 5

Rachel Forsyth

Planning an online course

Monash University

Ttt Karin Personnel

Albert Boekhorst

Formative assessment in efl blended instruction, april, 4, google hangout ses...

Olga Morozan

Format of project report

Monika Moni

Technology Integration for Meaning Classroom Use: Chapter 7 - Assessment and ...

Shawndra Bowers

Chapter02 Presentation

Shawndra Bowers

ISTE Standards

Andrew Enck

A Word in Your Lug

Kenji Lamb

Mais procurados (15)

Assisting students to participate in Inquiry Based Learning

EDTEC 795A Case Study

Assignment· using the instructional task created earliergradual

University of derby online learning www.derby.ac

Assessment in HE webinar 2

Assessment in he 2014 webinar 5

Planning an online course

Ttt Karin Personnel

Formative assessment in efl blended instruction, april, 4, google hangout ses...

Format of project report

Technology Integration for Meaning Classroom Use: Chapter 7 - Assessment and ...

Chapter02 Presentation

ISTE Standards

A Word in Your Lug

Semelhante a Friendfolios - Harnessing social scaffolding for reflection

AJ Cann: ALT-C 2009

Alan Cann

Dude, Where's My University?

Alan Cann

Use ePortfolios at The University Of Westminster

Federica Oradini

Assessment for Learning I

CALT

Assessment Task 3: What are the functions of management? (Individual) · Due 7 Jun by 23:59 · Points 40 · Submitting a file upload Course code and name: BUSM4176 Introduction to Management Assignment name: ePortfolio & Reflective Report Weight: 40% Assignment due date: Friday of week 13 at 23:59 Length: 1500 words (+/- 10%; excluding references) Guidelines: How do I complete this assignment? Learning Objectives Assessed: CLO1: Evaluate leadership and management research and justify the application of management theory in contemporary contexts. CLO2: Research management theory on and explain how this theory applies to contemporary and socially responsible practices. CLO3: Effectively collaborate with others to locate appropriate resources to organise information and generate management solutions. CLO4: Critically reflect on the relationship between management theory and management research evidence and communicate your knowledge of responsible management practices. Assignment task: What do I need to do? 1. Design and create an e-portfolio which clearly and creatively communicates your understanding of the work skills you will need in the future and the marketplace where these may be situated. Your e-Portfolio should include: · an orientation/landing page for your e-portfolio website · at least 3 artefacts / evidence-based examples corresponding to three modules of course · a copy of the badge from the Emotional Intelligence micro credential using the following instructions: Claiming Your Badge And Copying The URL For Submission.pdf Actions · the URL for your LinkedIn profile · Instructions on how to create an ePortfolio are here: ePortfolios 2. Write a report summarising (1) your understanding of management theory presented in the course combined with (2) self-reflection illustrated by your e-portfolio. Include: · a link to your e-portfolio, Emotional intelligence Micro credential badge and LinkedIn profile · clearly explain how you would function as a manager and why · suggest strategies for how you could demonstrate empathy to people that you manage · demonstrate awareness of possible factors that might prevent you from managing effectively · comment on artefacts in your e-portfolio which illustrate 'what does it mean for me to be work-life ready?' 1. Rationale: Why is this important? The contemporary workplace requires managers and leaders who are strong communicators, effective networkers, and reflective learners. When you apply for jobs while studying, or at the completion of your studies, you will need to talk about the skills you have, highlight your strengths, and demonstrate awareness of growth areas. Managers need to organise and manage information, to lead and motivate others while developing positive relationships. Reflective managers and leaders also understand their strengths and actively look for opportunities to develop their sk.

Assessment Task 3 What are the functions of management (Individu.docx

galerussel59292

Vare & Millican additional resources for presentation 1309

Dr Paul Vare

Internship orientation power point april 12, 2010

Medaille College

Intro to rubrics

Mohawk College

Intro to rubrics

Mohawk College

Total Possible Score: 10.00 Justifies the Alignment of Lesson Plan Learning Objectives, the Learning Activities, and Assessments; Justifies the Construction of the Unit as Building Knowledge From Students’ Prior Knowledge or Classroom Experience Total: 2.50 Distinguished - Clearly justifies the alignment of lesson plan learning objectives, learning activities, and assessments; thoroughly justifies the construction of the unit as building knowledge from the prior knowledge or classroom experience. The justifications are supported with relevant and appropriate examples. Proficient - Justifies the alignment of lesson plan learning objectives, learning activities, and assessments; justifies the construction of the unit as building knowledge from the prior knowledge or classroom experience. The justifications are supported with relevant and appropriate examples. Minor details are missing. Basic - Minimally justifies the alignment of lesson plan learning objectives, learning activities, and assessments; partially justifies the construction of the unit as building knowledge from the prior knowledge or classroom experience. The justifications are somewhat supported with appropriate examples and/or relevant details are missing. Below Expectations - Attempts to justify the alignment of lesson plan learning objectives, learning activities, and assessments and to justify the construction of the unit as building knowledge from the prior knowledge or classroom experience; however, the justifications are not supported, and appropriate examples and significant details are missing. Non-Performance - The justification of the alignment of lesson plan learning objectives, learning activities, and assessments and the justification of the unit as building knowledge from the prior knowledge or classroom experience are either nonexistent or lack the components described in the assignment instructions. Explains How the Work in the Lesson Plan Helps Students to Understand How Experts Use Important Content to Address Problems, How the Content Makes a Difference in the World, and Supports Them in Becoming Thinkers and Problem Solvers, Often Drawing on Methods and Practices of Experts Total: 2.50 Distinguished - Thoroughly explains how the work in the lesson plan helps students to understand how experts use important content to address problems, how the content makes a difference in the world, and supports them in becoming thinkers and problem solvers, often drawing on methods and practices of experts. The explanations are supported by relevant and appropriate examples. Proficient - Explains how the work in the lesson plan helps students to understand how experts use important content to address problems, how the content makes a difference in the world, and supports them in becoming thinkers and problem solvers, often drawing on methods and practices of experts. The explanations are supported by relevant and appropriate examples, but minor details are missing. Basic - ...

Total Possible Score 10.00Justifies the Alignment of Lesson Pla.docx

turveycharlyn

College of administration and finance sciences assignment (

RAJU852744

8002 Research Project Faciltator Manual

Jay Hays

PISD Assessment and PLC Presentation

Mary Hooper

Selectingn course evaluation

Ashley Kovacs

Online Course Assessment Part 1

drpmcgee

MBA Instructional Methodology

Laura Sandera

MBA Instructional Methodology

Laura Sandera

MBA Instructional Methodology

Laura Sandera

Mba Instructional Methodology

Laura Sandera

Ashford 5: - Week 4 - Discussion 1 Your initial discussion thread is due on Day 3 (Thursday) and you have until Day 7 (Monday) to respond to your classmates. Your grade will reflect both the quality of your initial post and the depth of your responses. Reference the Discussion Forum Grading Rubric for guidance on how your discussion will be evaluated. Share Your Action Research Study Action research is a form of inquiry in which a problem is identified and a series of actions are planned as a way of gaining deeper understanding of the range of possible solutions. The purpose of this discussion is to promote reciprocal sharing of your final action research report with others in your community of practice (your peers in this course) who would value the knowledge you have gained through the action research process. In this discussion, you will create a presentation using the software of your choice (e.g., PowerPoint, Google Docs, Present.me, YouTube, Prezi, Jing, SlideRocket, or another program) to present your findings to your school at an after school staff meeting. Include speaker notes if using PowerPoint. If using a program other than PowerPoint, submit a document with speaker notes included for each slide. There are two parts to this discussion. Part 1: Share the process and results of the action research planned in EDU671 and conducted in EDU675. At a minimum: Describe the purpose of your study by writing a statement that completes the following sentence, “The purpose of this study is to…” (two to three sentences). Post your research question(s) - Include definitions of key technical terms, if necessary. (one to three sentences) Outcomes/Results The “so what?” of your study—Answers to your research questions. (three to four sentences) Assuming you would conduct another cycle of this study, what specific modifications or adjustments would you make, and why? (three to four sentences) Explain why this study is important to the school and the students. ( two to three sentences) Explain why this study is important it is important for teachers and other educational practitioners to become researchers of their own practice. (two to three sentences) Part 2: Attach a link to your ePortfolio (Pathbrite) . In one paragraph, reflect on your experience with the redesign of the Week Three Assignment in terms of challenges you encountered and how you overcame those challenges. Also include how your assessment promotes learning and innovation skills and how it could be used as a tool for ongoing evaluation of student progress. Use the PowerPoint Template as a guide to help create a high quality presentation. Alternate: If you do not have your own completed action research to utilize, you will take a slightly different approach to complete this discussion: Using the Ashford University Library, locate and analyze a peer-reviewed educational action research study. You will follow the same guidelines in Part 1 of the discussion.

Ashford 5 - Week 4 - Discussion 1Your initial discussion .docx

wildmandelorse

Semelhante a Friendfolios - Harnessing social scaffolding for reflection (20)

AJ Cann: ALT-C 2009

Dude, Where's My University?

Use ePortfolios at The University Of Westminster

Assessment for Learning I

Assessment Task 3 What are the functions of management (Individu.docx

Vare & Millican additional resources for presentation 1309

Internship orientation power point april 12, 2010

Intro to rubrics

Total Possible Score 10.00Justifies the Alignment of Lesson Pla.docx

College of administration and finance sciences assignment (

8002 Research Project Faciltator Manual

PISD Assessment and PLC Presentation

Selectingn course evaluation

Online Course Assessment Part 1

MBA Instructional Methodology

Mba Instructional Methodology

Ashford 5 - Week 4 - Discussion 1Your initial discussion .docx

Mais de Alan Cann

"Authentic assessment" is relevant to real world outcomes and engaging for students. Much of the treadmill activity of conventional assessment (essays and exams) has little to do with what goes on in the workplace. Faced with the task of developing a "research skills" module for 300 biological sciences students, I attempted to apply the principles of authentic assessment. The practical problems in achieving this with a large number of students involve the staffing demands of this approach, and there are problems with applying performance-based outcomes to large groups of students. Team-based learning enhances student engagement and represents a shift from a teacher-based strategy to a student-centred approach.

Skills Development Through Authentic Assessment

Alan Cann

Learning and Teaching Maths in Biosciences

Alan Cann

Pedagogical Use of Electronic Voting Systems

Alan Cann

The first half of this presentation is about academic use of social media and the second half is about recent findings from my current HEA-funded audio feedback project: http://lebioscience.blogspot.co.uk/2013/03/audio-feedback-evidence-is-mounting.html Sorry, now audio for these yet, but the first half is rather similar to this: http://www.youtube.com/watch?v=sgU5Gx5bh3o and I'll try to put up a commentary for the feedback section soon.

A talk of two halves

Alan Cann

Social Media in Microbiology Education

Alan Cann

Social media for researchers - maximizing your personal impact

Alan Cann

Social media for researchers - maximizing your personal impact

Alan Cann

Quality Assurance of Knowledge

Alan Cann

Maximizing your personal impact

Alan Cann

Sharing Threads from Google+

Alan Cann

Students in the sandbox - social scaffolding for education

Alan Cann

Online Social Tools - Google+ #solo11

Alan Cann

Build networks, not destinations

Alan Cann

More With Less - A Tale of Two Modules

Alan Cann

ZipCast

Alan Cann

Presentation for solo10: http://www.scienceonlinelondon.org/programme.php Science education remains largely stuck in a didactic mode, where information is transmitted from qualified professionals to aspiring students. Ironically, because social tool adoption by practicing scientists has been slow, many people involved in delivering science education are visitors rather than residents in social spaces, and their expertise with these tools is outstripped by the students they teach. This session will start with a whistle-stop tour of the pedagogies of online education. Participants will then discuss the barriers to tool adoption, examples of best practice, and suggestions for institutional and individual advances.

Students in the sandbox - developing professionals?

Alan Cann

Twitter @ UoLxxx

Alan Cann

Who Owns Knowledge? #DR10

Alan Cann

Social Bookmarking @ #DR10

Alan Cann

The structure of hepatitis E virus

Alan Cann

Mais de Alan Cann (20)

Skills Development Through Authentic Assessment

Learning and Teaching Maths in Biosciences

Pedagogical Use of Electronic Voting Systems

A talk of two halves

Social Media in Microbiology Education

Social media for researchers - maximizing your personal impact

Quality Assurance of Knowledge

Maximizing your personal impact

Sharing Threads from Google+

Students in the sandbox - social scaffolding for education

Online Social Tools - Google+ #solo11

Build networks, not destinations

More With Less - A Tale of Two Modules

ZipCast

Students in the sandbox - developing professionals?

Twitter @ UoLxxx

Who Owns Knowledge? #DR10

Social Bookmarking @ #DR10

The structure of hepatitis E virus

Último

Klinik_ Apotek Onlin 085657271886 Solusi Menggugurkan Masalah Kehamilan Anda Jual Obat Aborsi Asli KLINIK ABORSI TERPEECAYA _ Jual Obat Aborsi Cytotec Misoprostol Asli 100% Ampuh Hanya 3 Jam Langsung Gugur || OBAT PENGGUGUR KANDUNGAN AMPUH MANJUR OBAT ABORSI OLINE" APOTIK Jual Obat Cytotec, Gastrul, Gynecoside Asli Ampuh. JUAL ” Obat Aborsi Tuntas | Obat Aborsi Manjur | Obat Aborsi Ampuh | Obat Penggugur Janin | Obat Pencegah Kehamilan | Obat Pelancar Haid | Obat terlambat Bulan | Ciri Obat Aborsi Asli | Obat Telat Bulan | Pil Aborsi Asli | Cara Menggugurkan Konten | Cara Aborsi Tuntas | Harga Obat Aborsi Asli | Pil Aborsi | Jual Obat Aborsi Cytotec | Cara Aborsi Sendiri | Cara Aborsi Usia 1 Bulan | Cara Aborsi Usia 2 Tahun | Cara Aborsi Usia 3 Bulan | Obat Aborsi Usia 4 Bulan | Cara Abrasi Usia 5 Bulan | Cara Menggugurkan Konten | Kandungan Obat Penggugur | Cara Menghitung Usia Konten | Cara Mengatasi Terlambat Bulan | Penjual Obat Aborsi Asli | Obat Aborsi Garansi | Kandungan Obat Peluntur | Obat Telat Datang Bulan | Obat Telat Haid | Obat Aborsi Paling Murah | Klinik Jual Obat Aborsi | Jual Pil Cytotec | Apotik Jual Obat Aborsi | Kandungan Dokter Abrasi | Cara Aborsi Cepat | Jual Obat Aborsi Bergaransi | Jual Obat Cytotec Asli | Obat Aborsi Aman Manjur | Obat Misoprostol Cytotec Asli. "APA ITU ABORSI" “Aborsi Adalah dengan membendung hormon yang di perlukan untuk mempertahankan kehamilan yaitu hormon progesteron, karena hormon ini dibendung, maka jalur kehamilan mulai membuka dan leher rahim menjadi melunak,sehingga mengeluarkan darah yang merupakan tanda bahwa obat telah bekerja || maksimal 1 jam obat diminum || PENJELASAN OBAT ABORSI USIA 1 _7 BULAN Pada usia kandungan ini, pasien akan merasakan sakit yang sedikit tidak berlebihan || sekitar 1 jam ||. namun hanya akan terjadi pada saatdarah keluar merupakan pertanda menstruasi. Hal ini dikarenakan pada usiakandungan 3 bulan,janin sudah terbentuk sebesar kepalan tangan orang dewasa. Cara kerja obat aborsi : JUAL OBAT ABORSI AMPUH dosis 3 bulan secara umum sama dengan cara kerja || DOSIS OBAT ABORSI 2 bulan”, hanya berbedanya selain mengisolasijanin juga menghancurkan janin dengan formula methotrexate dikandungdidalamnya. Formula methotrexate ini sangat ampuh untuk menghancurkan janinmenjadi serpihan-serpihan kecil akan sangat berguna pada saat dikeluarkan nanti. APA ALASAN WANITA MELAKUKAN ABORSI? Aborsi di lakukan wanita hamil baik yang sudah menikah maupun belum menikah dengan berbagai alasan , akan tetapi alasan yang utama adalah alasan-alasan non medis (termasuk aborsi sendiri / di sengaja/ buatan] MELAYANI PEMESANAN OBAT ABORSI SETIAP HARI, SIAP KIRIM KESELURUH KOTA BESAR DI INDONESIA DAN LUAR NEGERI. HUBUNGI PEMESANAN LEBIH NYAMAN VIA WA/: 085657271886

Jual Obat Aborsi Hongkong ( Asli No.1 ) 085657271886 Obat Penggugur Kandungan...

ZurliaSoop

Making communications land - Are they received and understood as intended? webinar Thursday 2 May 2024 A joint webinar created by the APM Enabling Change and APM People Interest Networks, this is the third of our three part series on Making Communications Land. presented by Ian Cribbes, Director, IMC&T Ltd @cribbesheet The link to the write up page and resources of this webinar: https://www.apm.org.uk/news/making-communications-land-are-they-received-and-understood-as-intended-webinar/ Content description: How do we ensure that what we have communicated was received and understood as we intended and how do we course correct if it has not.

Making communications land - Are they received and understood as intended? we...

Association for Project Management

SKILL OF INTRODUCING THE LESSON MICRO SKILLS.pptx

Amanpreet Kaur

Unit-V; Pricing (Pharma Marketing Management).pptx

VishalSingh1417

TỔNG ÔN TẬP THI VÀO LỚP 10 MÔN TIẾNG ANH NĂM HỌC 2023 - 2024 CÓ ĐÁP ÁN (NGỮ Â...

Nguyen Thanh Tu Collection

Application orientated numerical on hev.ppt

RamjanShidvankar

Towards a code of practice for AI in AT.pptx

Jisc

FSB Advising Checklist - Orientation 2024

Elizabeth Walsh

Salient Features of India constitution especially power and functions

KarakKing

Interdisciplinary_Insights_Data_Collection_Methods.pptx

Pooja Bhuva

HMCS Max Bernays Pre-Deployment Brief (May 2024).pptx

Esquimalt MFRC

Wizards are very useful for creating a good user experience. In all businesses, interactive sessions are most beneficial. To improve the user experience, wizards in Odoo provide an interactive session. For creating wizards, we can use transient models or abstract models. This gives features of a model class except the data storing. Transient and abstract models have permanent database persistence. For them, database tables are made, and the records in such tables are kept until they are specifically erased.

How to Create and Manage Wizard in Odoo 17

Celine George

Sensory_Experience_and_Emotional_Resonance_in_Gabriel_Okaras_The_Piano_and_Th...

Pooja Bhuva

Sociology 101 Demonstration of Learning Exhibit

jbellavia9

Spatium Project Simulation student brief

Association for Project Management

Google Gemini An AI Revolution in Education.pptx

Dr. Sarita Anand

Fostering Friendships - Enhancing Social Bonds in the Classroom

Pooky Knightsmith

Beyond_Borders_Understanding_Anime_and_Manga_Fandom_A_Comprehensive_Audience_...

Pooja Bhuva

Micro-Scholarship, What it is, How can it help me.pdf

Poh-Sun Goh

How to Give a Domain for a Field in Odoo 17

Celine George