Eassessment Videos

"A discussion: ePortfolios - how are they supporting 21st Century learners?" is the recording of a conversation that occurred at the eFest meets Teaching and Learning Conference (http://efest-teach-learn.ning.com/). The discussion covered a range of themes, issues and potentials, with particular reference to the tertiary education and vocational education and training sector. The discussion was facilitated by Justin Sampson from Ako Aotearoa, who plays a key part in the ePortfolio Community of Practice hosted by Ako (http://akoaotearoa.ac.nz/communities/eportfolios-new-zealand). The combined conference eFest meets Teaching and Learning Conference was run from Wednesday 30 September to Friday 2 October 2009 and was hosted by UCOL in Palmerston North, NZ.

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.

[[libsyn_player]] Mhairi McAlpine is an eAssessment Project Manager at the Scottish Qualifications Authority (SQA). The eAssessment and Learning team within the SQA work a number of innovative projects, including games-based pedagogy. During this edonis interview, Mhairi talks about her: background in education experiences of ICT-related training and professional development notion of 'learning network' uses of the social webanticipated changes in use of ICT over the next 3 years. Links from the interview are here.

This is the audio of the presentation ("Using online tools to provide relevant, authentic and timely assessment") that Helen Martin and I gave at the Symposium on Tertiary Assessment and Higher Education at Victoria University, Wellington - 17h - 20th Nov 2008. The link to the PowerPoint presentation in Slideshare is: http://www.slideshare.net/hazelowendmc/using-online-tools-to-provide-relevant-authentic-and-timely-assessment-presentation#svMoreInfo-anchorAbstract: "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.