ePORTFOLIOS IN  CUNY ONLINE Barbara Walters,  CUNY Online and Kingsborough Community College William Bernhardt,  CUNY Onli...
2008 Survey of Faculty, Staff & Admin
Making Connections  <ul><li>CUNY Online Baccalaureate Consortial faculty participate in the NYC wide Making Connections se...
Academic Portfolio: Basic Competencies <ul><li>I.  Inquiry and Critical Thinking </li></ul><ul><li>II.  Communication </li...
Academic Portfolio: Overall Matrix Basic Competencies CC 401 CC 403 CC  404 CC 405 CC 406 CC 407 CC 408 CC 409 CC 411 CC 4...
Research Methods Model <ul><li>Faculty met face-to-face and online to develop a common set of course-based competencies re...
Bloom’s Categories Knowledge Comprehension Application Analysis Synthesis Evaluation List Summarize Solve Analyze Design E...
CC 401: Learning Objectives and Assignments LEARNING OBJECTIVE SCAFFOLDED ASSIGNMENTS Critical evaluation and synthesis of...
Scaffolding:  Building Competence <ul><li>Learning Objective: </li></ul><ul><li>Critical evaluation and synthesis of resea...
Essay #1: Assessment Rubrics
Final Project <ul><li>Students  </li></ul><ul><ul><li>Work as a team to organize research  </li></ul></ul><ul><ul><li>Summ...
Final Project Rubric:  Example Basic Understanding of Research Methods:  Inquiry and Critical Thinking 100%  90%  80%  75%...
Final Project Rubric:  Example <ul><li>Presentation of Material:  Communication  </li></ul>100%  90%  80%  75%  70%  65% U...
ePortfolios Fall 2008: Expo <ul><li>Students  placed assignments in their e-portfolios (Expo site) making their work avail...
Marco Castro
Dany Johnson, Kadeidre Screen and Rachel Smith
Summer 2009 Pilot with Digication <ul><li>110 Students from Five Classes </li></ul><ul><ul><li>COM 110 Digital Information...
Model:  Wide Latitude to Instructors
Faculty:  Carl Grindley
Assessment <ul><li>Evaluation of use </li></ul><ul><ul><li>Required or optional </li></ul></ul><ul><ul><li>Number of accou...
Fall 2009 Pilot with Digication <ul><li>110 Students in Five Courses </li></ul><ul><ul><li>COM 110 Digital Information in ...
Digication Pilot: Fall 2009
Sarah Morgano:  Model ePortfolio
Marco Castro:  Digication Capstone
Evaluation, Assessment, Planning <ul><li>Evaluation of student participation </li></ul><ul><ul><li>Quantitative:  number o...
Upcoming SlideShare
Loading in...5
×

Cuny Online E Portfolio Project

1,818

Published on

Published in: Education, Technology
0 Comments
0 Likes
Statistics
Notes
  • Be the first to comment

  • Be the first to like this

No Downloads
Views
Total Views
1,818
On Slideshare
0
From Embeds
0
Number of Embeds
0
Actions
Shares
0
Downloads
2
Comments
0
Likes
0
Embeds 0
No embeds

No notes for slide

Cuny Online E Portfolio Project

  1. 1. ePORTFOLIOS IN CUNY ONLINE Barbara Walters, CUNY Online and Kingsborough Community College William Bernhardt, CUNY Online and College of Staten Island Ellen Smiley, CUNY Online and City College of New York
  2. 2. 2008 Survey of Faculty, Staff & Admin
  3. 3. Making Connections <ul><li>CUNY Online Baccalaureate Consortial faculty participate in the NYC wide Making Connections seminar at LaGuardia </li></ul><ul><ul><li>Funded by a FIPSE Mini-Grant </li></ul></ul><ul><ul><li>Now in Year II </li></ul></ul><ul><li>Working together we have: </li></ul><ul><ul><li>Drafted a set of suggested “tabs” for student portfolios </li></ul></ul><ul><ul><li>Created an overall matrix of basic competencies </li></ul></ul><ul><ul><li>Completed and evaluated a pilot in Research Methods and English using the Expo feature of Blackboard 8.0 </li></ul></ul><ul><ul><li>Completed and evaluated two pilot projects using Digication </li></ul></ul>
  4. 4. Academic Portfolio: Basic Competencies <ul><li>I. Inquiry and Critical Thinking </li></ul><ul><li>II. Communication </li></ul><ul><li>III. Cultural Diversity and Social Responsibility </li></ul><ul><li>IV. Creativity </li></ul><ul><li>V. Teamwork and Leadership </li></ul><ul><li>VI. Knowledge Base </li></ul>
  5. 5. Academic Portfolio: Overall Matrix Basic Competencies CC 401 CC 403 CC 404 CC 405 CC 406 CC 407 CC 408 CC 409 CC 411 CC 499 I. Inquiry & C. Thinking X II. Comm. X III. Cult. Div. & Soc. Resp. X IV. Creativity X V. Teamwork & Leadership X VI. Knowledge Base X
  6. 6. Research Methods Model <ul><li>Faculty met face-to-face and online to develop a common set of course-based competencies related to course content and the overall matrix </li></ul><ul><li>CC 401 faculty developed specific learning objectives for the course </li></ul><ul><li>Iterative fitting between: </li></ul><ul><ul><li>Substantive knowledge, basic competencies and course learning objectives </li></ul></ul><ul><ul><li>Appropriate reading levels: Edit Central http://www.editcentral.com/gwt/com.editcentral.EC/EC.html </li></ul></ul><ul><ul><li>Bloom’s categories </li></ul></ul>
  7. 7. Bloom’s Categories Knowledge Comprehension Application Analysis Synthesis Evaluation List Summarize Solve Analyze Design Evaluate Name Explain Illustrate Organize Hypothesize Choose Identify Interpret Calculate Deduce Support Estimate Show Describe Use Contrast Schematize Judge Define Compare Interpret Compare Write Defend Recognize Paraphrase Relate Distinguish Report Criticize Recall Differentiate Manipulate Discuss Justify State Demonstrate Apply Plan Visualize Classify Modify Devise
  8. 8. CC 401: Learning Objectives and Assignments LEARNING OBJECTIVE SCAFFOLDED ASSIGNMENTS Critical evaluation and synthesis of research conducted by others Essay #1 and Final Research Project Application of ethical standards in conducting and evaluating research Essay #2: The Stanford Prison Experiment and Final Research Project Creation and interpretation of graphic representations of data Essay #3: SPSS Data Analysis Blog and Final Research Project Preparation of written, oral and computer-based reports of research findings Final Research Project Design and conduct of research projects use of descriptive statistics in representing research data Final Research Project
  9. 9. Scaffolding: Building Competence <ul><li>Learning Objective: </li></ul><ul><li>Critical evaluation and synthesis of research conducted by others </li></ul><ul><li>For Essay #1 Students: </li></ul><ul><ul><li>Identify a research problem </li></ul></ul><ul><ul><li>Locate, summarize, and evaluate three research articles using specific criteria </li></ul></ul><ul><ul><li>Write a short essay </li></ul></ul><ul><li>Final Research Project requires critical evaluation and synthesis of seven articles </li></ul>
  10. 10. Essay #1: Assessment Rubrics
  11. 11. Final Project <ul><li>Students </li></ul><ul><ul><li>Work as a team to organize research </li></ul></ul><ul><ul><li>Summarize, synthesize and evaluate prior research </li></ul></ul><ul><ul><li>Collect and code raw data </li></ul></ul><ul><ul><li>Analyze data using SPSS </li></ul></ul><ul><ul><li>Create and interpret tables and graphs </li></ul></ul><ul><ul><li>Draw inferences </li></ul></ul><ul><ul><li>Write a research report in standard APA or ASA format </li></ul></ul>
  12. 12. Final Project Rubric: Example Basic Understanding of Research Methods: Inquiry and Critical Thinking 100% 90% 80% 75% 70% 65% Essay demonstrates a high level of proficiency in basic social science research, including reliable coding and recording of raw data, creating and interpreting descriptive data in the form of graphs and tables, and accurate reporting of the results of a research project. The essay draws in important concepts and information from the course readings and assignments. Essay meets basic requirements in the coding and recording of raw data, interpreting graphs and tables, and reporting the results of a research project. Some but not all of concepts from the course readings are integrated into the essay. Significant parts of the assignment are missing or inaccurate.
  13. 13. Final Project Rubric: Example <ul><li>Presentation of Material: Communication </li></ul>100% 90% 80% 75% 70% 65% Understands and appropriately employs the standard format for research reports in the social sciences, with strict adherence to the protocol. Quantitative data are presented with tables and graphs that are clearly labeled and integrated into the text. The text is free of spelling, grammar, and punctuation errors. Follows instructions for the assignment with clear and appropriate headings in the paper. Quantitative data in the form of graphs or tables are included. The essay has a few spelling, grammar, and punctuation errors. Major required sections are missing. Spelling, grammar, and punctuation errors detract from the essay.
  14. 14. ePortfolios Fall 2008: Expo <ul><li>Students placed assignments in their e-portfolios (Expo site) making their work available to everyone in the course: instructor and classmates </li></ul><ul><li>Podcast on how to use Expo is on the course site from the beginning of the semester </li></ul><ul><li>Students are encouraged to reflect on their progress throughout the semester </li></ul><ul><li>Students may change the Expo sharing option to make their work private or available to everyone </li></ul>
  15. 15. Marco Castro
  16. 16. Dany Johnson, Kadeidre Screen and Rachel Smith
  17. 17. Summer 2009 Pilot with Digication <ul><li>110 Students from Five Classes </li></ul><ul><ul><li>COM 110 Digital Information in the Contemporary World </li></ul></ul><ul><ul><li>ART 210 Modern Art in the City </li></ul></ul><ul><ul><li>BUS 315 Principles of Marketing </li></ul></ul><ul><ul><li>CC 409 Studies in Communication and Cultural Change </li></ul></ul><ul><ul><li>CC 411 Advanced Research Methods </li></ul></ul>
  18. 18. Model: Wide Latitude to Instructors
  19. 19. Faculty: Carl Grindley
  20. 20. Assessment <ul><li>Evaluation of use </li></ul><ul><ul><li>Required or optional </li></ul></ul><ul><ul><li>Number of accounts </li></ul></ul><ul><ul><li>Number of accounts used </li></ul></ul><ul><ul><li>Comments and communication </li></ul></ul><ul><li>Survey of Faculty and Students in the pilot </li></ul><ul><ul><li>Survey Monkey </li></ul></ul>
  21. 21. Fall 2009 Pilot with Digication <ul><li>110 Students in Five Courses </li></ul><ul><ul><li>COM 110 Digital Information in the Contemporary World </li></ul></ul><ul><ul><li>ART 210 Modern Art in the City </li></ul></ul><ul><ul><li>ENG 102 </li></ul></ul><ul><ul><li>CC 410 Introduction to Research Methods </li></ul></ul><ul><ul><li>CC 409 Studies in Communication and Cultural Change </li></ul></ul><ul><ul><li>CC 499 Senior Research </li></ul></ul><ul><li>Model ePortfolio </li></ul><ul><li>Student Resource Site </li></ul>
  22. 22. Digication Pilot: Fall 2009
  23. 23. Sarah Morgano: Model ePortfolio
  24. 24. Marco Castro: Digication Capstone
  25. 25. Evaluation, Assessment, Planning <ul><li>Evaluation of student participation </li></ul><ul><ul><li>Quantitative: number of ePortfolios used </li></ul></ul><ul><ul><li>Qualitative </li></ul></ul><ul><li>Survey of faculty and students </li></ul><ul><li>Assessment of project </li></ul><ul><li>Planning for Spring 2010 </li></ul><ul><ul><li>Courses and platforms </li></ul></ul><ul><ul><li>Student orientation </li></ul></ul><ul><ul><li>Faculty orientation </li></ul></ul><ul><ul><li>Student Showcase </li></ul></ul>
  1. A particular slide catching your eye?

    Clipping is a handy way to collect important slides you want to go back to later.

×