Brains working towards machine consciousness

I have produced my portfolio for consideration by ALT for accreditation as a CMALT. I am told I have probably left things out, which is probably true. One thing about portfolios is that they work so much better if you keep them up to date while you work on things, rather than trying to put them together at the last minute because you have foolishly assigned other things higher priority.

One day, I Will Learn :-/

Incorporating feedback in iterative design cycles

Supporting the assessment of Business programming module

Students were required to design, implement and demonstrate a simple game program which required them to have access to a 'company' provided database via an email registration.

Upgrade plans and implementation

Range of learning technologies

a) Evaluating potential systems

Community website for School of Systems Engineering (SSE)

APPENDICES
You should include in separate appendices your evidence for each of the core and specialist areas above. Note you may not need to use all of these if evidence given under one can support multiple statements. However, where this is the case, you should make it clear within the relevant free-text entry box to which appendix your statements refer.

Appendix 1a

Appendix 1b

Appendix 1c

Appendix 2a

Appendix 2b

Appendix 3a

Appendix 4a or b

Appendix 5 (and subsequent – one per specialist option)

LEGAL DECLARATION I declare that, to the best of my knowledge, the statements and evidence included in this application accurately describe my practice and are drawn from my own work, with the input and support of others duly and clearly recognised. Signed: Pat Parslow Date: 18 March 2009

I would not presume to suggest who would be best to evaluate my portfolio.

I plan to continue researching learning in HE students and how to model this to support eLearning tools. Initially I intend to focus on collaborative tools, to support learners working together. Alongside this, however, I hope to develop tools to provide the individual with methods of visualising their own understanding of a topic area and of using this to map their learning trajectory over a course of study, or as life long learners.