Displaying items by tag: presentation

I was very pleased to be accepted to host an AAMC Conference hosted focused table discussion. My topic is as follows:

What does my ideal Medical Educator Profile look like? What elements of my educator role do I need to develop? How do I document and share my growth?

LCME accreditation standards require that medical schools offer, “opportunities for professional development to each faculty member” in support of their role as a medical educator. 

As the recipient of these opportunities, what areas of your educator role do you feel you need to develop? What are your preferred methods of engagement in professional development? 

How will you document and reflect on your development? How will you make your thinking visible to your colleagues and students?

Please let me know if you have questions about this activity: pleslie@rossu.edu.

Published in Teaching and Learning

I was very honored to be accepted to present my work on our Ross University School of Medicine (RUSM) Faculty Development Framework at the AAMC affiliated Academies Collaborative Association annual meeting.

My presentation (attached) focused on the use of our Medical Educator Graduate Certificate (MEGC) courses as core materials for the development of our certificate level offerings as well as a support for the Master of Science in Medical Education and our PhD program.

ATL FD arrow trans

 Please have a look and share any comments with me at pleslie@rossu.edu.

Published in Teaching and Learning
Saturday, 31 October 2015 07:17

Poster of PhD Defense

The attached image shows the poster that advertised my PhD defense at the Vrije Universiteit Brussel on October 13th, 2015.

Tuesday, 16 June 2015 01:12

Al Darary Conference - Sharjah Education Zone

On May 28th, 2015, the Al Darary Kindergarten held workshop for teachers on teaching methods. Prior to the workshop, while visiting the school to observe students we had placed there, I ran into a former student of mine who was now a teacher at the school. 

She told me about the conference they were planning and on behalf of the Sharjah Education Program, I volunteered to coordinate some of our faculty and our Mobile Learning Unit to visit the school and participate in the conference.

In the end, I was able to bring the Mobile Learning Unit and secure the cooperation of three of our faculty to present workshops with me:

The conference proved to be a successful test of my initiative to create community workshops that can be reused and tailored to take advantage of the Mobile Learning Unit.

 

Wednesday, 13 May 2015 04:41

EDU 4503 - Week 13 - Research Poster

Poster Presentation

Assessment document

Poster Due Date: Tuesday May 26th, @ 2:00 PM via SharePoint Dropbox

Presentation Due date: May 31st and June 1st - Schedule


 

In this assessment, you will design an A1 (594 X841MM or 23.4” X33.1”) poster of your research project and then deliver an oral presentation of the poster and research.

In your presentation, you should:

  • Explain the focus of the research
  • Describe the educational context
  • Analyze the data in combination with insights from the relevant literature
  • Discuss the study’s connections to your professional interests
  • Reflect on the research process and its impact on your personal and professional growth.

The presentation should be:

  • clear and logical
  • engaging and enthusiastic
  • 15 minutes in length with 15 minute question period.

Your poster should:

  • Include
    • Title, name and introduction
    • Brief literature review
    • Methodology
    • Findings
    • Conclusion
      • Include discussion of how this research has impacted your professional practice
    • References (only for citations used in the poster)
  • Be designed in PowerPoint or Publisher.

 


 

The presentation should show evidence of effective presentation skills including:

  • A clear, logical structure
  • An engaging, enthusiastic and appropriate presentation style
  • Appropriate use of effective visual aids to your poster
  • Fluent and accurate language

Some examples from EDTC (I hope they do not mind!)


From Colin Purrington's web site:

"A large-format poster is a document that can communicate your research at a conference, and is composed of a short title, an introduction to your burning question, an overview of your novel approach, your amazing results in graphical form, some insightful discussion of aforementioned results, a listing of previously published articles that are important to your research, and some brief acknowledgement of the tremendous assistance and financial support conned from others — if all text is kept to a minimum, a person could fully read your poster in under 5 minutes (really)."

Purrington, C.B. Designing conference posters. Retrieved May 29, 2013, from http://colinpurrington.com/tips/academic/posterdesign

(Ironically, as I was copying his notes, I found this post: http://colinpurrington.com/2013/teaching-plagiarism-by-example/)

Please remember the following points:

  • Do not leave it until the last minute!
  • Make sure any graphs or charts have clear labels
  • You can use a template, but don't be constrained by the template. If you need to 'tweak' it feel free to do so. Do not squeeze more important comments to fit less important comments.
  • Proofread your work! We hope to save these and place them around the college. Your name will be on it.
  • Do not use too many words. It is a poster, not an essay.

Templates:

http://www.researchposters.com/templates

http://www.posterpresentations.com/html/free_poster_templates.html#A1

http://www3.imperial.ac.uk/graphicidentity/templatesandresources/pcrunningwindows/posters/competitionposters

 

Published in EDU 4503
Sunday, 30 November 2014 02:18

EDU 4003 - Week 14 - Looking Backward

Presentation: Justify Action Plan

Task:

You are required to present your observations and data collected during the teaching placement.

Your presentation will include:

  • Discussion of teaching placement
  • Discussion of data collection methods and tools
    • Observations, interviews, transcripts and any other tools that you deem appropriate.
    • Rationale
  • Presentation of data collected
    • Samples of raw data
    • Possible interpretations
    • Possible methods for analysis
  • Related reading
    • Literature review including at least two articles, one of which must be based on peer-reviewed research
    • Discussion of how you will undertake your action research in semester two.
  • Reflection
    • Devise your research question(s).
    • Reflect on your research and why you believe it to be important to your own development as a teacher.

Remember, that the point of action research is to improve your own teaching practices. While there may be many other purposes for your research as well, if you can remember why you are doing the research, you will be able to do much better.

Action research

Have a look at the Action Research text (Mills, 2011), Chapter 7. He discusses some areas and considerations for action research (p. 158). 

  • Curriculum Development
    • e.g. how to improve or supplement the current curriculum
  • Instructional strategies
    • e.g. increase student talk
  • Assessment strategies
    • e.g. group vs individual assessments, tests vs projects
  • Classroom Management
    • e.g. organization of the room
  • Community involvement
    • e.g. parental involvement in homework activities

He also highlights some important issues to consider when designing action research (see link).

Aisha will give some helpful hints.

 

Published in EDU 4003

Artful Competence 

10 April,2014

2nd HCT – Dubai Colleges Mobile Learning Conference

Paul Leslie & Samaa Zaki Abdul Ghani:

 

A complaint of, and about, professionals is that they often have no way of "accounting for the artful competence" (Schon, 1983, p. 19) displayed in their daily work. A portfolio approach to learning (Leslie, 2012) offers educational practitioners processes through which to both demonstrate professional competencies and continue to learn from their own work.

This study explores how teachers from Ramaqeia Boys School in Sharjah, UAE, begin to employ a portfolio approach in their own practice, in order to transform the traditional, outcomes-based portfolio into an experiential, lifelong learning process. Demonstrations of competency, or showcase portfolios, automatically become a by-product of their portfolio learning process. Associated skills of the portfolio process then enhance their own lifelong learning skills.

Presentation Address:

http://prezi.com/bibkyl-jnc3d/portfolio-learning-approach-hct-mobile-learning-april-10th-2014/

Presentation Slide notes

 presentation notes mobile

· Opening comments

· Thank you and welcome

· Sponsored / supported by:

Aart Leewunburg, Rozz Albon @ HCT

Principal Ms Fatima al Shamsi @ Ramaqia school

· The two institutions  share common goals and work with each other

E.g. IT Olympics and Ramaqia Conference

· This presentation covers

Theory of portfolio learning as developed by Leslie (2012).

Needs Analysis of ePortfolios conducted by Samaa Zaki Abdul Ghani

Project  at the Ramaqia School.

· Theories behind eportfolio approach

Work at NSCC – Canada

Research Papers

Approach developed over number of years

Now focus of PhD research through the University of Tilburg

· Professionals collect their work in any case.

Different stakeholders need to see different curations of work.

Professional communities

Stakeholders including parents, colleagues, supervisors

· Social construction of knowledge

· Transparency

· Cyclical nature of interaction, collaboration and feedback

· Stages of learning

Pedagogy – Learning then doing

Andraogogy – Learning by doing

Heutagogy – Doing then learning > Reflective Practice

· Curated collections

Can present different, often overlapping  faces to different groups depending on needs and requirements

· File Management

the unglamorous

elephant in the room

BARRIER

· Associated skills

Benefit of approach is the associated skill development

very motivating to many teachers and their stakeholders.

· Needs Analysis

Portfolios in MOE schools

Research on interest and need for eportfolios

· Research Problem

Demonstration of Competencies

· Documentation Process

File Management

· Use of ePortfolios

Process VS Product

· Research Question 1:

Are teachers currently using eportfolios for the professional development in the UAE?

· Research Question 2:

How prepared and equipped are teachers to use e-portfolios to enhance their own professional profiles?

· Research Question 3:

Can the use of e-portfolios help teachers to meet the Ministry of Education expectations for competencies and skills?

· Research Question 4:

Do school principals support the move to e-portfolios?

· Significance of the Study

SMART learning initiative

Mobile learning

21st century learning

· Intent by teachers to use e-portfolios

66% plan to only use e-portfolios in the future.

· Beliefs about e-portfolios

72% believe e-portfolios will provide opportunities to use more technology in teaching.

· Beliefs about e-portfolios

70% think it is worth the time to create an e-portfolio

· Ability

68% feel they need training on creating and using e-portfolios.

· Ramaqia school

10 participating teachers

Full support of Ms Fatima al Shamsi – Principal

Weekly training sessions on wide variety of e-skills.

· Mahara Portfolio (http://mahara.org)

Open source system

Runs on college server

Offers wide range of language support

· Mahara Dashboard

Acts as 21st century AGORA

Offers individual profiles

Offers groups for community of inquiry

· Mahara as aggregator

Individuals retain control of all materials

NOTHING is stored inside Mahara

Content remains the sole property of the creator.

Access is 100% controlled by the creator.

· Spontaneous Innovation

While exploring the technical side of Google Drive, several participants developed an online filing system for both academic and administrative documents that previously had been shared only in hard copy. Certainly, Google Drive was designed for this purpose, but this cohort made their own links between processes.

· Social Construction of Knowledge

During one session, a math teacher successfully embedded her Instagram stream into her portfolio. At first, the group discussed the embedding process, with the math teacher leading the discussion and offering her teaching presence. However, the group then quickly switched to discussing the use of Instagram as an educational tool. At this point, members of the group, by directing the discussion through specific questions, also demonstrated a depth of teaching presence. The portfolio showcase collection of work provided a starting point for a discussion about an educational tool, giving a context for the work and offered the math teacher valuable feedback on her use of the tool.

· Learning by Needing

A discussion arose about how granular the demonstrations should be – should they link a folder of documents or a single document? Smaller documents or one larger document? By being able to actually view examples that the various group members had showcased, they were able to compare the styles and arrive at a rather complex combination of documents and folders, which was eventually presented to the school Principal for her approval. The arrangement arose from the situational and contextual arrangement of examples.

· Credits

Wednesday, 05 March 2014 23:32

Ramaqia Project @ GEF 2014 - Dubai

14:30-16:00 >> EN Room C

gef logo

4-6 March 2014

Dubai World Trade Centre, UAE

Portfolio Learning Approach at Ramaqia Boys School

Education in the 21st century leverages technology to support the learning process. A Portfolio Learning Approach to Education (Leslie, 2012; Leslie, 2013) offers practitioners a framework of e-processes that support activities including content delivery, classroom interactions, demonstration of competencies, and provide a means to reflect upon their work.

The Portfolio Learning Approach starts when a practitioner decides to collect and curate their materials, ideas and artefacts. Once a curated collection begins to emerge, the practitioner will discover and develop opportunities to share ideas and artefacts for collaboration and feedback. The results of these interactions then foster new ideas which can be incorporated into their corpus of work.

An added benefit is the development of the associated, technical, 21st century teaching and learning skills and e-strategies.

Research Project

All teachers in the Sharjah Education Zone maintain a portfolio for professional assessment. This study will provide teachers in the Ramaqia Boys School a 21st century means to create, share, and transform the paper-based portfolio into an on-going portfolio learning process.

Teachers will use cloud-based tools to create their portfolios. An informed selection of tools allows teachers to control their own data. Web 2.0 tools support sharing and collaboration with other teachers both within their school and throughout the zone. An online platform will provide a consistent interface for showcase purposes.

As practitioners build and improve their curations, the best or most representative work can be showcased to various stakeholders. The portfolio platform facilitates tailored versions to be prepared for various audiences including colleagues, parents, administrators and Ministry officials. 

Despite the importance of the showcase element, and the development of associated skills, the essence of this study is the embedded learning opportunities found in the reflective activities of sharing and reviewing.

Speakers:
  • Paul Leslie, Faculty, Sharjah Higher Colleges
  • Samaa Zaki Abdel Ghany, Faculty, Al Ramaqia Boys School

Images: http://flic.kr/s/aHsjUojVZ1