JISC’s Greening ICT Programme Rob Bristow Programme Manager – Green ICT 11 th March 2011 Online.
Ict In The Eteps Programme
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Transcript of Ict In The Eteps Programme
Recente presentatie
Hier volgt een presentatie die ik onlangs verzorgd heb voor collega’s van Europese partnerinstituten in het ETEPS-project.
Aanwezig waren collega’s uit Noorwegen, Zweden, Denemarken en Nederland.
ETEPS –September 2008 Stenden university of professional education www.stenden.com Leeuwarden The Netherlands.
Subjects
Outcomes ICT-group Progression in working with a digital
portfolio Future platform for students in the
ETEPS –programme
Outcomes ICT-group
Istanbul, february 2008:
1.Development of guidelines for blended learning “construction tool”, do’s and don’ts. Suggestions to construct a “blend of
media” in new modules for the ETEPS-prgramme
List of international literature on this issue. 2.Rough outline of structure of a digital
portfolio 3.Some ideas for a module on “computer
ethics”.
Guidelines for blended learning
Blended learningA. Blended learning as a teaching principle Different learning styles require all
kinds of media in the offered blend: audio, video, text, wiki, podcasts, blogs etc.
B. Blended learning as a way of teaching: Students who are absent in the
classroom may still find the offered content.
http://elo.hsdrenthe.nl
Progression in working with a digital portfolio Starting with a digital portfolio : introduction by advanced
and experienced student’s portfolio.
Professional reflection Phase 1: self reflection. Phase 2: self reflection and peer-to-peer. Phase 3 and up: self reflection, peer-to-peer and team
reflection.
Two lines:
Professional development competences. Development in reflection discussions, reflections,
competences.
Progression in working with a digital portfolio
Work portfolio and presentation portfolio
student presents selection of work and reflections from work portfolio in presentation portfolio.
Concentric learning:
students progress in both their competence development and their reflection by different stages, such as mentioned in for example Bloom’s Taxonomy.
From simple to more detailed. From unaware to self-evaluative and
creative.
Competence development build-up
Building up level of cultural complexity
Local Regional National European
Final stage: documentation of international profile
Future platform for students Some thoughts on a future plaform for students in the ETEPS
programme:
Userfriendly. Both in English and in the national languages. Preferably open source. Knowledge sharing requires agreements on shared products . Creative Commons licences . Possibility of wiki-functions. Affordable. Usability on a local, national and international scale. Enhancement of portfolio building. Accessibility for individuals, peer-to-peer networks and public
audience (presentation portfolio) on a user-controlled basis.
Possible platforms
www.moodle.org www.sakaiproject.org
Questions:
Is a guideline for blended learning necessary and useful for the participants?
Should we develop a blended learning showcase portfolio, with “best practices” of all of us/our institutions, in a video?
Is it useful to construct a module on computer ethics or media awareness in the programme?
Are there any suggestions to or questions on the progression in a digital portfolio proposal?
Are there suggestions or questions on the issue of a future platform for students to work on?
Any other comments or questions?
Thank you
Lonnie Butler Marcel Haagsma
September 8th 2008.