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Showing posts from May, 2013

SAFFIRE in May

SAFFIRE in May (some of my contributions) ePortfolio Australia Forum updates As part of my e-Portfolio communication and integration strategy at UC I encouraged colleagues who are using e-Portfolios for varied purposes to share what they are doing at the ePortfolio Australia Forum in October. After the ACU hosted event last year we offered to host this years event at UC, I'm part of the organising committee for this event. This month call for proposals closed, an online meeting using Skype and Google Docs was held to discuss the proposals and start on the program. Eight staff members from the University of Canberra (including myself) ended up submitting proposals, given these proposals have to be reviewed and approved I won't post their details in at this time. I'll be sure to post some details of the approved proposals and also link to the full program later on. Educational Analytics (not Learning Analytics) Talking with my Educational Research Methods unit conv

Google I/O 2013 - Mobile space on fire

I highly recommend watching the Google-I/O 2013 Keynote - there are so many new additions to Google mobile platforms and services it's hard to keep up. The keynote is quite a show, and my take home, besides the amazing progress in what is possible via mobile technology, is the way Google responds to user and developer feedback to improve what it does and how it does it. Google values its strong developer community, and the feature additions that result from this relationship ensure that going forward there will be many more than the current 900 Million Android phone and tablet activations. This is a great keynote.

Balancing study, work & SAFFIRE

Juggling the many things we do can be a real challenge. Aligning these things, if possible, can help. I've just submitted my last assessment item for the Masters of Higher Education (by coursework and action research projects) at the Australian National University. It's a great feeling after starting this journey part time in 2007. The recent SAFFIRE project (increasing student numbers and retention) started a few months ago and its timing intersected with the last few months of my final units. Everyone had to drop what they were doing and contribute directly to this initiative. Thankfully, my recent masters projects focused on e-Portfolios, which are shaping up to be a prominent part of SAFFIRE . All the e-Portfolio growth and adoption to date (2009-2013) has been organic - lots of one-on-one conversations, individual pilots, leading to very recent whole of discipline approaches. At least 3 faculties now have people with e-Portfolio experience, so there has already

74 sticky notes, 45 minutes, 18 people, 1 awesome workshop.

Moodle-Mahara Meetup 2013 - Workshop: What do people want from such an integration? Summary This design thinking workshop ( designed as described here ) started out a fizzer with the flipped online component failing to gain traction. However the face-to-face component was very energetic and great fun. I had to redesign the workshop at short notice to integrate the pre-workshop activities into the F2F session. Once that was done the design proved itself, generating some fresh ideas and concepts - for example Christine Brown (University of Wollongong) thought of the government department  TEQSA (Tertiary Education Quality and Standards Agency) being a stakeholder in the Mahara-Moodle integration. Kristina Hoeppner , who triages wishlist items, identified some ideas as not yet in the tracker like features for TEQSA reporting. ( You can find Kristinas' post about the day here ). Danny Munnerley and Matt Bacon successfully use fun techniques in their design thinking worksho

Only have 45 minutes to run your workshop?

Can we start a workshop before it begins, and keep it going after it finishes? Design thinking workshops (in this case) offer great potential for generating new ideas and solutions, however the short versions are usually more than 2 hours. Borrowing from the flipped classroom the idea is to use online environments to start the workshop way before the conference even begins. Pre-conference, participants are asked perform various actions and gather various information about a problem or situation, this is then used in the workshop itself to feed into subsequent stages of the design processes. By the end of the workshop the ideas and solutions generated are documented online so they can be further developed and pitched to the wider community (in this case the Mahara and Moodle communities). If the community likes the ideas they will engage with them to further develop them, and hopefully implement them. It's a bit of an experiment, but I'm going to try this because the design

Mahara ePortfolio support workshops for pre-service teachers

Today the Faculty of Education, Science, Technology & Math is running a Showcase day: "Preparing for employment Workshops" for final year preservice teachers, organised by the Misty Adoniou - convener of Curriculum, Pedagogy and Practice 4. Among the other workshops on offer to students, Misty asked if I could run two Mahara support workshops where students can ask questions about how to use Mahara as they prepare their portfolios for assessment and employment. This is likely to be similar to the other workshop I ran in March for pre-service teacher students . Todays' program begins with presentations from the ACT Education and Training Department and Teacher Quality Institute (learning about the ACT teacher registration process and the ACT public school system, recruitment process, school selection process, etc), before the workshops begin. Workshops include casual teaching pathways,  permanency through prac,  preparing for interview,  relief teaching