Working with a CMS (or CLE): Lessons We Can All Learn, Regardless of Platform

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This panel discusses lessons we can all learn from engaging with a CMS or CLE, regardless of its specific platform. That panelists will discuss CMS training and tips for faculty to get the most out of …

This panel discusses lessons we can all learn from engaging with a CMS or CLE, regardless of its specific platform. That panelists will discuss CMS training and tips for faculty to get the most out of your CMS or CLE. One of the many practical applications discussed will be the use of ePortfolio tools embedded within Virginia Tech's collaborative learning environment.

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  • Context: Face-to-Face / Hybrid / Online (Amber) Paradigms and Pedagogy Behavorism, Cognitivism, Constructivism? Seven Principles for Good Practice in Undergraduate Education (Chickering & Gamson, 1987) Audience, Content, and Context Who are you instructing? What is their existing knowledge? Do you need remedial materials? What are you teaching? Are you chunking materials? Where and How are students learning? Not just F2F/Hybrid/Online, but also through the context of learning. Are they doing activities? Memorizing facts? Constructing knowledge? Etc.
  • (Amber)
  • (Amber) Faculty development programs, Instructional Designers, Educational Technologists, and Media Specialists can often provide pedagogy and technology training. Collect, use, & distribute existing Help documentation & materials for yourself and for your students.
  • (Amber)
  • (Sam)
  • Chat Rooms / Instant Messaging (IM) (Sam) Office hours
  • Forums / Discussion Boards (Sam) Frequently Asked Questions Reduce email load. Encourage students to answer each other’s questions.
  • Blogs (Sam)
  • Wikis / Collaborative Writing (Sam) Which wiki is right for you? http://www.schoollibraryjournal.com/article/CA6438167.html?q=which%20wiki Popular ones include Wikispaces for Educators (free), PBwiki, and WetPaint The future of some wiki sites: Google Knol & Citizendium .
  • (Teggin)

Transcript

  • 1. Working with a CMS (or CLE): Lessons We Can All Learn, Regardless of Platform
    • Presented by
      • Amber D. Evans
      • Teggin Summers
      • Samantha Blevins
    • April 7, 2010
  • 2. Topics
    • Introduction
    • Designing & Organizing a Course
    • When to use Some Tools
    • ePortfolio
    • Conclusion & QA
  • 3. Designing a Course
    • Context: Face-to-Face / Hybrid / Online
    • Paradigms and Pedagogy
      • Behavorism, Cognitivism, Constructivism?
      • Seven Principles for Good Practice in Undergraduate Education (Chickering & Gamson, 1987)
    • Audience, Content, and Context
      • Who are you instructing?
      • What are you teaching?
      • Where & How are students learning?
  • 4. Designing a Course …
    • It all translates into the Syllabus
      • What does YOUR syllabus look like?
      • What instructional activities or strategies exist?
      • What are your course learning goals?
      • What are your specific activity learning outcomes?
      • How are units / modules / weeks “chunked” together?
      • If nothing else, use your Syllabus and the Seven Principles for Good Practice in Undergraduate Education (Chickering & Gamson, 1987) to provide the framework for your online site.
  • 5. Organizing a Course
    • Inventory the technology
      • CMS/CLE: Blackboard, Scholar, Moodle, other?
      • What tools are available in each?
        • Assignments, Tests & Quizzes, File Storage, etc.
        • Blogs, Wikis, File Sharing, Peer-review, ePortfolio, etc.
    • Inventory the resources
      • Faculty development programs, Instructional Designers, Educational Technologists, and Media Specialists.
      • Help documentation & materials.
  • 6. Organizing a Course …
    • Use the technology to support the learning outcomes.
      • What do you want them to do and to learn?
      • Which tool helps support that?
      • Is there a better tool?
    • The TLT Group provides concrete examples of how other instructors are using online tools to support the seven principles: http://www.tltgroup.org/seven/Library_TOC.htm
  • 7. When to Use Some Tools
    • Chat Rooms / Instant Messaging (IM)
    • Forums / Discussion Boards
    • Blogs
    • Wikis / Collaborative Writing
    • ePortfolios
  • 8. When to use Chat Rooms / IM
    • Features:
      • Conversation happens in real-time
      • Chats can be stored for future reference
    • Uses:
      • Online Office Hours
      • Brainstorming
      • Socialization
  • 9. When to use Forums / Discussion Boards
    • Features:
      • “ Threaded” discussions keep questions and answers together.
      • Can be reused year-to-year.
      • Can be accessed site-wide or by specific groups.
    • Uses:
      • Frequently Asked Questions
      • Weekly Reading Prompts
      • Venue for Socialization
  • 10. When to use Blogs
    • Features:
      • Users generate their post (not instructor initiated)
      • Entries arranged in chronological order
      • Easily incorporate text, audio, video, hyperlinks, and images
    • Uses:
      • Allow for personal perspective
      • Generate discussion and sense of community
      • Take students beyond lecture or textbook content
  • 11. When to use Wikis
    • Features:
      • Easy online editing by users.
      • Revision history.
      • Notification of changes.
      • Export options (MS Word, HTML, PDF, etc.)
    • Uses:
      • To capture and record process and procedures.
      • Meeting minutes that anyone can add to.
      • Brainstorming
  • 12. When to use an ePortfolio
    • When you want…
    • students to reflect on their learning
    • to show growth over time
    • to evaluate or assess authentic samples of student learning
  • 13. When to use an ePortfolio …
    • When you want…
    • to synthesize Capstone experiences
    • to draw connections between course/program activities and professional communities
    • students to partake in professional development
  • 14. Creating Learning Outcomes
    • A student learning outcome states a specific skill/ability, knowledge, or belief/attitude students are expected to achieve through a course, program, or college experience.
    • A learning outcome should be SMART (specific, measurable, achievable, relevant, time-scaled)
    • Example: Upon completion of a B.A. degree in English, a student will be able to read critically and compose an effective analysis of a literary Text.
    • Owned by the program faculty
  • 15. Gathering and Analyzing Data
    • Indirect Measures -- Student Interviews, Student Surveys, Course Grades, GPAs.
    • Direct Measures -- Standardized tests, Student work samples (ideally embedded in course work) that are internally or externally juried review, Collections of student work (portfolios, *eportfolios* ), Capstone assignments
    • Aggregate data from embedded assessments
    • Use of rubrics
  • 16. Conditions for Success
    • Faculty promote value of eP
    • eP-based curriculum
    • Feedback
    • Time for development
    • Include engagement and personalization
    • Examples
    • Technical assistance
  • 17. Secondary English Education
  • 18. Secondary English Education
  • 19. Secondary English Education
  • 20. Secondary English Education
  • 21. Free Tools for using ePs
    • Helen Barrett is a limitless source of ePortfolio scholarship and resources for free eP tools.
      • http://electronicportfolios.org/
      • Helen Barrett’s page that lists all of the Google Apps and “How-to Guides” for creating ePs using Google tools. This is also the source for the following image…
      • http://electronicportfolios.org/google/index.html
  • 22.
  • 23. Thank you!
    • Questions?
    • Contact Information
    • Amber D. Evans [email_address]
    • Teggin Summers [email_address]
    • Samantha Blevins [email_address]