"Bag It and Tag It": Implementing a Course- Level Learning Portfolio Using CMS-Based Tools to Document Student Learning When Teaching in Wild, Open Spaces with Cloud-Based Tools Kelvin Thompson, Ed.D. University of Central Florida This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License
This document is posted to help you gain knowledge. Please leave a comment to let me know what you think about it! Share it to your friends and learn new things together.
Transcript
"Bag It and Tag It": Implementing a Course-Level Learning Portfolio Using CMS-Based Tools to Document Student
Learning When Teaching in Wild, Open Spaces with Cloud-Based Tools
Kelvin Thompson, Ed.D.University of Central Florida
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License
• Opportunities for input and interaction• Online moderator for virtual participants• @TedCurran connecting via Twitter• Session hashtag: #cmsfolio• Full presentation materials at
http://bit.ly/cmsfolio • Specific resources linked and QR coded
My CMS-Based Course-Level Learning Portfolio (Approach, Tools, Requirements, Decision Guide, What’s It Look Like?)
YOUR CMS-Based Course-Level Learning Portfolio (Lessons Learned, Getting Started)
Caveats
• Practitioner perspective• Pragmatic idealism (“CMS Plus” v. “anti-CMS”)• Not an “expert” on bigger issues (e.g., FERPA)• Opinions are my own• Situated examples/solutions/workarounds• Your results may vary
TEACHING IN THE OPEN
Poll
How many of you would say that you “teach in the open” in any fashion?
Could we get one or two of you to tell us what you have in mind when thinking of “teaching
in the open?”
Why Teach in the Open?
General• Access after course is over• Beyond “audience of one”• More flexible than or additional features than (or no
access to) CMS
For Me• Real, public tools for on-going professional development
learning (educators worldwide)• Practice using tools prior to using in K12 classroom
education alfresco by Moxieg on FlickrCreative Commons Attribution 2.0 License http://www.flickr.com/photos/moxieg/2448460302
Hosting v. ownership• Student-owned/student-hosted• Student-owned/institution-hosted (or licensed)• Institution-owned/institution-hosted (or
licensed)
Software• Web site/blog• Portfolio (Sakai OSP, Mahara, Epsilen, etc.)
Poll
How many of your institutions have seen ePortfolio use in any of the ways described
(even if isolated programs/courses)?
What big picture issues related to ePortfolios have I missed?
MY CMS-BASED COURSE-LEVEL LEARNING PORTFOLIO
My “Upside Down” Approach
Traditional approach to presentation portfolios• “Private” coursework excerpts made “public”• Partially a response to closed courses/teaching
My approach to course-level learning portfolio• “Public” coursework excerpts made “private”• Response to teaching in the open• Still benefits learner metacognitively
Implementation Requirements
As evidence of learning housed in CMS along with grades and other “official” communications, tool must provide for:
• Uploading to CMS of (not linking to) excerpted student work
• Inclusion of substantive written reflections• Submissions tied to specific learning outcomes
Does tool allow:• Delineation of specific learning outcomes?• Upload of files for each outcome? (any restriction
on size or #?)• Written statement for each outcome? (any
restriction on length?)• Review at outcome level and as an entire
portfolio?• Integration with other ePortfolio levels?
What Does This Look Like?Assignment Dropbox Tool• Individual dropbox for each outcome• Title includes clear title for each unique outcome• Textbox for student refection• Multiple file uploads for student artifacts• Clear student instructions in each dropbox
Partner-Up with Others and Discuss:What would you do differently if you were to
implement a course-level learning portfolio using CMS-based tools?
Try to identify key affordances and constraints.
YOUR CMS-BASED COURSE-LEVEL LEARNING PORTFOLIO
Learn from My Experience
• Tension between learning goals and “possession” goals:– Not all assignments result in artifact uploads– Students may upload ancillary documentation
• Students often resist the metacognitive:– No one’s favorite assignment– Path of least resistance/pro forma
Learn from My Experience
• No such thing as “too much support:”– Provide scaffolding for mastery level determination– Screencast walk through of portfolio rubric– Consider stipulating required file formats (advisedly!)
• Portfolio reviewing/grading is tedious:– CMS tools clunky (e.g., sort by student, then click
“Back” button after reviewing each dropbox)– Keep focus on the whole (versus sum-of-parts)
Steps for Getting Started
1. Choose outcomes carefully (course objectives? excerpted program goals? national standards?)
2. Set-up tool with very clear usage instructions3. Prep students at beginning of course4. Remind students of Collect-Select-Reflect