Ict In The Eteps Programme
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This document details a presentation on the ETAPS project held for colleagues from various European institutions, addressing the development of guidelines for blended learning and digital portfolio structures. It outlines the phases of professional reflection, competence development, and suggestions for future student platforms that enhance user experience and knowledge sharing. The presentation also includes questions for feedback on blended learning and the potential creation of a showcase portfolio.
Ict In The Eteps Programme
- 1. 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.
- 2. ETEPS –September 2008 Stenden university of professional education www.stenden.com Leeuwarden The Netherlands.
- 3. Subjects Outcomes ICT-group Progression in working with a digital portfolio Future platform for students in the ETEPS –programme
- 4. Outcomes ICT-group Istanbul, february 2008: 1.Development of guidelines for blended learning “ construction tool”, do’s and don’ts. S uggestions 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” .
- 5. Guidelines for blended learning Blended learning A. 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
- 6. 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.
- 7. 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.
- 8. 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.
- 10. Building up level of cultural complexity Local Regional National European Final stage: documentation of international profile
- 11. 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.
- 12. Possible platforms www.moodle.org www.sakaiproject.org
- 13. 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?
- 14. Thank you Lonnie Butler Marcel Haagsma September 8 th 2008.