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Showing posts from May, 2012

Inspire Open for Business - 30 May 2012

The Inspire Centre was launched yesterday and I had the privilege of attending. More information about Inspire can be found here: http://inspire.edu.au/ The centre was opened by Professor Stephen Parker (Vice-Chancellor University of Canberra with link to his blog post) and Minster for Education Andrew Barr , and Director-General of the ACT Education & Training Directorate Diane Joseph . Currently I am working with members of the academic community at UC on the use of digital portfolios in education and professional spaces. This is a budding community and in order to grow we are forming a community of practice. As an outcome of the first meeting of this community, the e-Portfolio Jam event held in Inspire on the 23rd May this year, I have put forward a proposal to Inspire to host the first of many ACT wide symposiums on digital portfolio use (given the mandate of Inspire to work across the education sector and government community this will logically include higher e

Augmented Reality in Education

AR seems like a powerful idea - and the number of applications is growing very quickly especially in marketing and service discovery (e.g. hold your phone up to see the nearest petrol station, restaurant, toilet, etc). Ever since the mention of AR (Augmented Reality) here in the Teaching and Learning Centre in 2011, I have been looking to see an example of it being used in a curriculum setting as a teaching and learning strategy. A number of colleagues have begun a research project around this very thing through the AR Studio, you can read more about that here . Other colleagues are also looking at AR in their own teaching and learning practice, e.g. Felicia Zhang who is a Chinese language teacher. Felicia found an excellent (IMHO) example of AR being used in education - in this case as an aid for teaching Chinese the language: http://www.chinesecubes.com/setinfo However as Felicia noted at conference (and communicated to the creators in the booth) this system needs a computer an

One students interpretation of Intended Learning Outcome statements

Some background for this post. I've been conducting some research as part of my Master of Higher Education course. The research seeks to find out the usefulness of unit outlines for making unit choices. This is only possible because University of Canberra has had a repository for unit outlines since 2010 . Students can access these outlines any time and any where they have an Internet connection. In the results of a survey that sought breadth of responses over depth - students commented on almost every section of the unit outline structure. One of the foci was of course Intended Learning Outcomes. One of the responses likened the wording used in learning outcomes to the comic strip above. I saw the serious and humerus side at the same time. On the serious side I (along with many others) have been advocating the use of Bloom's Taxonomy for developing learning outcome statements. Although staff don't have a problem with words like "synthesise", "hypothesis

e-portfolio Jam

e-Portfolio Jam Event - 23rd May 2012 Goals Some faculties (Arts and Design, Education, Health) here at the University of Canberra have worked with portfolios for many years, some digital and others paper based. In 2009 the Teaching and Learning Centre resourced an effort to implement Mahara, an open source e-portfolio platform, led by Leonard Low . Portfolio practice is a long term proposition, so a large aspect of this effort included garnering support to for a sustainable Mahara implementation. Mahara went into pilot mode in 2010. At the end of 2010 Leonard had moved to Hobart to be part of the University of Tasmania, and I assumed the role of promoting portfolios and Mahara. Our efforts, combined with strong interest from academic staff across the campus has resulted in steady growth of staff use of portfolios for themselves professionally as well as teaching and learning strategies in their curriculum.  Mahara became a production service at the be