Dr. Paul Leslie

Dr. Paul Leslie

This presentation was delivered at: INTED Mar 2-4, 2015 Madrid, Spain

By: Paul Leslie

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Sharjah Higher Colleges, UAE

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See the presentation below...

Thursday, 26 February 2015 14:58

EDU 4003 - Week 4 & 5 - Coding your data

How to analyze your data

Watch the video below, especially from 9:00 onward. What is the primary reason that we make bad decisions?

reasons for bad decisions

How can we try to avoid making bad decisions? Many times, we need to make assumptions based on inadequate information. Here are some guidelines from the video that might help us to make better assumptions.

good assumptions

Data Analysis

This week we will be looking at your data and trying to make sense of it all. If you do not have any, you will need to get very busy and start to collect / select your data. 

4003 researchquestions

4203 coding


We will also spend a bit of time considering the act of reflection through the use of Bloom's taxonomy. While this is perhaps more of a teaching practice session, we will be using your reflections for data after the TP, so we need to collect good reflections.

Rubrics as Assessment

In order to help appreciate the assessment process, we will spend some time this week to follow a thinking routine and apply it to the understanding of rubrics. Once you have this understanding, I think you will be able to successfully complete your mapping assignment much more thoroughly and ably, ensuring an 'A' for everyone!

Have a look at this article on rubrics for assessment and look at the following pages:

  • 1, 11 (table), 14, 20

"A rubric contains a set of standards for assessment which are cross-referenced to criteria that specify levels of performance against the standards. Rubrics are commonly used as a tool for criterion-referenced assessment; that is, assessment which measures performance against explicit pre-defined standards rather than against a standard set by the population being tested as in norm-referenced assessment."

We will look at how rubrics might affect your own learning and then at how they might inform your ability to create better assessments for your students. 

Connect >> Explore >> Challenge

First of all, what do we know about rubrics? 


  • What rubrics have you seen in your own assignments?
  • Do you understand them?
  • Have you ever written one?

 Explore ...

  • How would you like to be assessed?
  • Do you think rubrics would help in the KG classroom?

Challenge ...

  • What do you not know about rubrics and want to know right now?
  • Can you write a rubric that parents would accept?

Share your answers..

Saturday, 21 February 2015 22:17

EPC 3903 - Weeks 4 & 5 - Take charge

Portfolio Approach

By now, your cohort and fellow students are quite possibly the most experienced portfoliers in our Education program, thus in the college and most likely in the entire HCT system. I have to say I am duly impressed with what you have been able to achieve.

Have a look at this presentation that I am going to present at INTED in Madrid. Your class is the best prepared class to do this! Make me proud.

Your assessment is to do this. In the assessment document, pay particular attention to the presentation section. From an experiential learning point of view, your ability to describe what you have done and how you have captured it is paramount. The journals should contribute to your presentation.

portfolio present

You should have lots of ideas in your shared folder to review and discuss on your way to getting ready for your practicum. 


Saturday, 21 February 2015 22:02

EDT 3503 - Weeks 4 & 5


This week, we will spend some time in our Tuesday class to work out your presentations. You should have already discussed this with Mr. Basel to a degree. I can answer any questions should you have any.

You will present your work on Thursday in pairs.


We also need to make sure you get your learning objects repaired. We have worked out a plan to make your lives easier. If you have not started already, then this seems to be the easiest way to proceed:

We hope that this process will give you ample materials for your TP. Once you get to your placement, you will need to preview the materials with your MST in order to select the most appropriate materials. 

As I prepare for my presentations at the INTED conference in Madrid, I am working through and externalizing my ideas about how the Portfolio Approach to Learning supports and promotes the concept of Integrity in experiential learning.


Ill-structured Cognitive Domains

Spiro et al (1992) discuss the concept of ill-structured cognitive domains. They use two disciplines to highlight their theory: Medicine and Education. In the first example, they discuss a patient who comes in for a belly-ache. The number of issues that could cause the same condition is overwhelming and could even be the result of several combined causes. 

Similarly in Education, there are so many processes and competing factors at play in a classroom, that the practitioner must be constantly alert for changes and be able to adapt to developing circumstances. As shown in this diagram, educational processes are often:

  • ill-defined
  • ill-aligned
  • non-linear

They may also be

  • concurrent
  • consecutive
  • short or occasional

ed processes

As such, they are often very difficult to discuss, to manage and to capture in a portfolio demonstration of competency. We are then reduced in our ability to learn from our experiences because we have had difficulty to capture them.

In a portfolio approach, as argued in my upcoming paper for the conference, the various processes can be much more easily captured through the use of 21st century tools supported by the community of inquiry model.

ed processes port approach

If we can capture our processes more easily and then reflect on them more readily, we will be able to achieve a higher sense of integrity when considering our work.

Speaking of a portfolio approach, here are the original board notes:

demon board 


As we teach, we have concrete experiences, trying out new lesson plans and ideas, we perform reflective observation by examining the results of our work. We then consider the abstract concepts of those reflections and try to relate them to our existing ideas about the world. We then practice active experimentation by applying our new and improved concepts to revised lesson plans and activities. We take those new ideas into our classroom and have new concrete experiences.

kolb 3d


As new practitioners, we may expect our students to go through 2 to 3 such cycles over the course of a 6 week practicum, while recognizing that the cycle is highly dependent on the nature of the research project. 

As we become more experienced, we may expect to move through this cycle much more quickly. The sense of integrity comes from the ability to view all areas of the experiential learning model as an integrated set of skills rather than as discrete activities. 

Thursday, 19 February 2015 14:49

EDU 4003 - Week 3 - Collect data

Collect Data

This week, we will start to collect and analyse some data. Lets look at my Twitter account and see what quantitative and qualitative data we can glean from that data set.


Artful Competence

We have discussed this concept before (scroll down to Competency Sphere), but perhaps have not discussed what you think it means.

artful competence 200

Have a look at this article and focus on the competencies. These are for doctors, but many of the competencies equally apply to teachers.



  •  Remind me to talk to you about some housekeeping details
    • Classes next week
      • Monday & Tuesday
      • Thursday
    • Assessments & Moodle


Core knowledge 
Basic communication skills 
Information management 
Applying knowledge to real-world situations 
Using tacit knowledge and personal experience 
Abstract problem-solving 
Self-directed acquisition of new knowledge 
Recognizing gaps in knowledge 
Generating questions 
Using resources (eg, published evidence, colleagues) 
Learning from experience

Physical examination skills 
Surgical/procedural skills

Incorporating scientific, clinical, and humanistic judgment 
Using clinical reasoning strategies appropriately (hypothetico-deductive, pattern-recognition, elaborated knowledge) 
Linking basic and clinical knowledge across disciplines 
Managing uncertainty

Clinical setting 
Use of time

Communication skills 
Handling conflict 
Teaching others (eg, patients, students, and colleagues)

Tolerance of ambiguity and anxiety 
Emotional intelligence 
Respect for patients 
Responsiveness to patients and society 

Habits of Mind
Observations of one's own thinking, emotions, and techniques 
Critical curiosity 
Recognition of and response to cognitive and emotional biases 
Willingness to acknowledge and correct errors


 I have written quite a range of entries about different types of artefacts. Here is one written for Ramaqia School. See the portfolio assessment as well for further suggestions.

Table X:

Curated Artefacts



Professionalism and Understanding

Certificates of Workshop attendance

Anecdotes from colleagues

Images of professional treatment of guests

Curated collection of work clearly related to competencies

Planning for learning

Lesson plans

Photos of arranged / organized classrooms

Anecdotes from repairing / rearranging classrooms & equipment

Implementing and Managing Learning

Videos / images from the classroom

Observations from colleagues, MST, MCT, principal

Feedback from surveys, student reactions

Assessment and Evaluation

Products from student activities

Test scores and graphs

Anecdotes from students on what they learned


Journal entries

Daily reflective entries

Curated collection of work



I would like to make a list of all the competencies you think you need to demonstrate and then design a chart in which you tell us how you are going to demonstrate these competencies.

It could look something like the ones that we have given you.

Alternatively, it could look like something totally different.


Epstein R.M., Hundert, E.M. (2002). Defining and Assessing Professional Competence. Journal of American Medical Association.;287(2) pps 226-235. doi:10.1001/jama.287.2.226.

Tuesday, 10 February 2015 04:12

EDT 3503 - Week 2 & 3 - LMS Survey

This week, the server is down for upgrading. So, we will not be able to access our Moodle site, or the Mahara site.

We will continue to work on the first assignment. We discussed this last week, but lets just review the assessment document.

For this week, we will start to work on the first assignment which will come up very quickly.  

Lets brainstorm on the board the various features that you need to address in your presentation. The first few items are borrowed from and relate to the 3703 course. You will cover that with Mr. Basel. Then, for the next part, you need to review some of the features of the Moodle site. To do this, it will be beneficial to review the features of moodle and then decide which ones are most relevant to you. 

Look at the Moodle site. What are the most relevant features? Which features will help you to achieve your learning object objectives? We will make a list, and then assign a section to pairs of you. You will then present a short overview and submit a slide to our shared google drive folder.

3503 moodle pres sched

In conjunction with this, I am tasking each pair with reviewing the plugins list and finding one plugin that relates to their area. You should read about the plugin, and if we have a chance you will actually install that plugin on your moodle site.

As a reminder, here is a detailed overview of your learning objects from our notes last semester.

learning object moodle diagram



Have a look at this comparison chart:


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