kevin kelly , ed.d . director, wiley learning institute; lecturer, san francisco state university
DESCRIPTION
Go BIG or Go Home: The challenge of u sing ePortfolios for a fully online class with 300 students. Kevin Kelly , Ed.D . Director, Wiley Learning Institute; Lecturer, San Francisco State University. Ambitious agenda!. Quick background probe Quick description of the class - PowerPoint PPT PresentationTRANSCRIPT
Go BIG or Go Home: The challenge of using ePortfolios for a fully online class with 300 students
Kevin Kelly, Ed.D.Director, Wiley Learning Institute;Lecturer, San Francisco State University
@KevinKelly0 #2014CHEP 2
Ambitious agenda!
•Quick background probe•Quick description of the class•From Hypothesis to Synthesis
• Metacognition, Reflection, Motivation, Community, and Assessment
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WHO are you?What is/are your role(s)?• Faculty• Faculty Development• Chair• Dean• Academic Technology• Institutional Research• Student Affairs/Services• Other _____________
Who is leading the ePortfolio project(s) on your campus?• I am• A faculty committee• A student organization• Individual faculty are doing
it independently in classes• Programs/departments• A technology unit• A campus administrator
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Putting this workshop in contextWhere are you in your implementation?• Not started yet• Pilot• A growing initiative• A funded project• We’ve fully implemented ePortfolios
Scope of current/planned ePortfolio implementation• Class• Program/department• College• Campus• Multi-campus transfer program
• District/System/Consortium
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Sharing our goals
•What do you want to get out of this workshop?
Creative Commons Attribution: billsoPHOTO
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Prologue: Background info
ITEC 299 - How 2 Lrn w ur iPod• Diverse student population
• Incoming 1st years through graduating seniors
• Wide range of degree goals and goals for class
• Multiple languages spoken asfirst language Source: xboxlive.com
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Prologue: Background info
ITEC 299 - How 2 Lrn w ur iPod• About the class
• Enrollment: 200-300 students• GE: Life-long Learning & Self-Development• Delivery Method: Fully online (using Moodle)• Strategy: Turned class into a learning game• Goal: Improve learning by using multiple technologies and learning strategies
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Hypothesis
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Thought prompt
Which of the following are explicit goals for using ePortfolios with your students? • Metacognition• Reflection• Motivation• Community• Assessment• Other ____________
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Metacognition in the class• Students complete multiple Metacognition Quests at the beginning to learn about learning
• Technology Quests and Synthesis Quest contain activities designed for students to try metacognitive strategies
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Metacognition via ePorfolios• ePortfolios facilitate documentation of:
• Learning goals (instructor assigned, self assigned)
• Achievement of learning goals• How learning has improved (or not)• Why student feels a specific technology or learning strategy did or did not work as planned
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Metacognition example
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Metacognition – Your ideas!• Examine past work to know where to go in the future
• Use critical incidents (see Brookfield)
• Share workforce readiness
• Demonstrate scholastic abilities for scholarships, etc.
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Reflection in the class• Students complete multiple reflective assignments throughout the semester• Contemplate prior learning experiences• Evaluate effectiveness of learning strategies for them, specifically
• Synthesize class experience• Project future applications of class concepts
• Students unfamiliar with reflection can review model reflective writing
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Reflection via ePortfolios• ePortfolios facilitate posting reflection assignments• Written work• Student presentations (e.g., Voicethread)
• Small group projects• Text to video (e.g., Xtranormal)
Source: flickr.com - CC BY laffy4k
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Reflection example
https://www.youtube.com/watch?v=iADswdl78m4
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Reflection – Your ideas!• Reflector Mirror exercise (grps of 3 or 4) – Mirrors comment on blog posts – builds community
• Debate – like Reddit change my view
• Nursing – groups of 4 or 5 – reflect on Nursing experiences and how they can meet Bac essentials (how will they get there)
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Motivation in the classPrinciples to increase motivation:
Universal Design for Learning (UDL)
• Provide self-assessment opps• Provide choice• Make sure goals are relevant • Use authentic assessment• Provide diff. levels of challenge• Foster collaboration
Source: bunchball.com
Gamification
Source: cast.org
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Motivation via ePortfolios
•ePortfolios facilitate:• UDL
• Attempting different levels of challenge• Providing choice
• Gamification• Giving recognition - Badges• Displaying altruism – Helping fellow students
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Motivation example
•Providing assessment choices and levels• Provide alternative questions• Provide different assignments• Let students submit in different formats• Use two or three of these strategies together
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Motivation – Your ideas!• Grading peer assessment
• Recognition – work is seen by others
• Involve students in an alternative assignment• Digital Story
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Community in the classWhile students have individual learning goals, we need to engage them collectively as a community of learnersExample responses to comment:• First off, congrats on graduating this summer! I am so very
jealous! It's awesome how you want to teach the public the knowledge you plan on gaining [from] this course. …
• Congratulations on graduating this summer, I am also graduating!... I think this class will definitely help you with the type of job you have now.
• So jealous that you are graduating =( One more year for me... I hope that by taking this class, we are both able to learn more about technology.
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Community via ePortfolios
•ePortfolios facilitate:• Peer reactions• Sharing new knowledge related to class concepts
• Creating discipline-specific galleries• Sharing exemplary work
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Community example
•Pathbrite gallery
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Community – Your ideas!• Encouragement to accomplish and continue education
• Incorporate face-to-face (smaller group) • Alternatives via skype or
video conference
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Assessment in the class• Class uses the Point Accrual System
• 3000 possible points; 1500 points required for A+• Most Quests have 3 levels of challenge
• More possible points for more difficult activities• Lower level activities assessed in Moodle LMS (quizzes, forums)
• Higher level activities assessed in Pathbrite ePortfolio
• Universal Design for Learning: Offer multiple pathways for students to show what they know
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Assessment via ePortfolios
•ePortfolios to document:• Self-assessment• Peer review• Instructor feedback (rubric)
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Assessment examples
•Rubric commentscan be sharedin addition toautomated systems
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Assessment – Your ideas!• Capstone courses
• Summing up, reflective, metacognition
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providefeedback& rubrics
share encouragement
& exemplars
cultivatecritical
thinking
elevateself
evaluation
rewardpeer
review
use game & UDL
elements
provide guidelines & grades
fosterlearning
improvement
require attention
to purpose
makecollaboration
a priority
Synthesis
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Epilogue: Follow-up info• Email: [email protected]• Twitter: @KevinKelly0
• Use this prezo: Creative Commons BY-NC-SA
• Sample ePortfolio from this prezo:http://pathbrite.com/how2lrnwuripod