Kevin Kelly , Ed.D . Director, Wiley Learning Institute; Lecturer, San Francisco State University

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