![îXK i À ïX .v] }v}(^}L^l]oo ðX Æ ov }v}(^}L^l]oo o u v](https://static.fdocuments.in/doc/165x107/615a990c33c29412ef79ca0b/xk-i-x-v-vlloo-x-ov-vlloo-o-u-v.jpg)
Oo U Presentation
30
PLE-SN-CoP. General Overview 2008 Russell Butson Higher Education Development Centre
-
Upload
russellbutson -
Category
Education
-
view
471 -
download
1
description
Transcript of Oo U Presentation
PLE-SN-CoP. General Overview 2008
Russell Butson
Higher Education Development Centre
Emerging Educational Paradigm
Instructional ParadigmTraditional
Self-Directed ParadigmEmerging
Knowledge Transfer from faculty to students Jointly constructed by students and faculty
StudentsPassive vessel to be filled by
faculty’s knowledgeActive constructor, discoverer, transformer of own knowledge
Faculty Purpose Classify and sort students Develop students competencies and talents
RelationshipsImpersonal relationships among
students and between faculty and students
Personal transactions among students and between faculty and students
Context Competitive and individualisticCollaborative learning involving
teams and faculty
Assumptions Any expert can teachTeaching is complex and requires
considerable training
In higher education the focus has been on content and the delivery of this
content to the student. Adopting this new paradigm would see us
harnessing the collective intelligence of our students to continually
improve the student experience through a more intensive interaction in
the educational process. This represents a far more complex environment
than is presently in place. Students would be viewed not as receptacles
for information but as an integral element of the educational process. In
fact, to adopt this approach is to make students an essential part of the
educational process in ways that blur the boundaries between our
traditional conceptions of teaching and learning.
The Potential of the Emerging Model
ePortfolio
Present Environment
In New Zealand the implementation of the Health Practitioners Competency ACT 2003, has resulted in the Dental Council of New Zealand (DCNZ) requiring dental practitioners to maintain a professional portfolio1 as evidence of their competence and fitness before they are recertified to practise through the issue of the annual practising certificate (APC).
1-Policy on the Recertification of Dental Hygienists, Dental Auxiliaries and Orthodontic Auxiliaries under the Health Practitioners Competence Assurance (HPCA) Act, 2003
Aim – To create an ePortfolio environment
The aim of this project is to explore the potential of professional portfolios to assist staff and students to manage and control their continuing professional development in a manner that allows them to make sense of and map out their academic and professional expectations and subsequent achievements.
Challenge – Promote Self Governance of the CPD
However, as with any compulsory activity it is inevitable that these portfolios are likely to be regarded by practitioners as a regulatory requirement, considerably weakening any prospect they might have of supporting career development.
Design-Based Research – The Intervention
Three prototype portfolios have been developed in the first instance:
-Dental Hygiene
- Dental Therapy
- Bachelor of Oral Health degree.
ePortfolio - Prototypes
Professional ePortfolio - Structure/Process
1 2 3
File Repository
Non-Verifiable CPD Form
Portfolio Sections
Selecting Evidence Files
Portfolio Sections - share
Share Portfolio Sections
Comments
List of sections being shared
Comments others have made on my Portfolio
Comments I have made on others Portfolio
Social Networking
Comments from Students...
This site is much more user friendly than Blackboard and is actually enjoyable to use. I only use Blackboard because I have to. This site I use because I enjoy it.
I think this site has been very successful. The best part is that we can post information and set up study groups very easily. It has been an excellent way to communicate and has enabled the class to get to know each other well.
This site is Kick Arse, its great because:
1. Its made Microbiology less boring and even kinda exciting (dare i say it) cause we have a mechanism to meet and find out about the people in our class. And they are really cool and share the same goals and want to work together.
2. We can organise things like the study posse for collaboration on exam prep
3. It can largely replace group meetings cause we are all busy and organising a time to meet is a nightmare. Also everything is recorded in the discussions so info/ideas/opinions can be looked up and referred back to super easily.
4. definite sense of community
5. My flatmates and friends are jealous and want a site like this for their course.
6. It beats blackboard any day.
![INTEST FLORA - diagnosticaspire.it · À À vµ o]À oo} oo ] ]v vo À }v P v] ]v µ (µvP]v U o }v ]vo] ] o À oo[] v . Ì]}v oov µ oo[ À v µo ] ]} ]]v©}X d u] u ]}v u } ]Àoµ](https://static.fdocuments.in/doc/165x107/5bf70c2d09d3f294138b5ed2/intest-flora-a-a-v-oa-oo-oo-v-vo-a-v-p-v-v-vpv-u-o-v.jpg)
![V€¦ · 10-03-2019 · } } }vÀ ] vo ] v] u}X oZ] } o ] v µv ]Pv} oµv] o/Po ]µv]À oo µ À]v P X }u]vP} oo oo u ^ o P] _ } µ . u u v µ o Ç }u }u Ì o v yvÌ ] }Uµv] v }](https://static.fdocuments.in/doc/165x107/5f097ceb7e708231d427104e/v-10-03-2019-v-vo-v-ux-oz-o-v-v-pv-ov-opo-v-oo.jpg)
![^o WoÇ }}l v o ]v ] ( - Precision Thinking Playbook...^o oÇ }}l Z}µo µ }u]Ì } }u vÇ[ ]. ] µ }vX o oÇ }}l(} }u vÇ oo]vP¨ñl }oµ }v }À Z Z}v Á]oo À Ç ]+ v ( }u}v (} }u](https://static.fdocuments.in/doc/165x107/5fe1560af603d17b550cf22f/o-wo-l-v-o-v-precision-playbook-o-o-l-zo-uoe-u-v.jpg)
![tZ} À Á] Z } }u L u uµ v (}oo}Áu X](https://static.fdocuments.in/doc/165x107/62607d508c664043d559d157/tz-z-u-l-u-u-v-oou-x.jpg)
