Thompson kelvin eli 2011


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Thompson kelvin eli 2011

  1. 1. "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<br />Kelvin Thompson, Ed.D.<br />University of Central Florida<br />This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License<br />
  2. 2. Welcome<br /><ul><li>Opportunities for input and interaction
  3. 3. Online moderator for virtual participants
  4. 4. @TedCurran connecting via Twitter
  5. 5. Session hashtag: #cmsfolio
  6. 6. Full presentation materials at
  7. 7. Specific resources linked and QR coded individually throughout presentation</li></li></ul><li>Outline<br />Teaching in the Open (Why? What’s It Look Like? Why Not?)<br />ePortfolios(Types, Portfolio Thinking, Ownership)<br />My CMS-Based Course-Level Learning Portfolio (Approach, Tools, Requirements, Decision Guide, What’s It Look Like?)<br />YOUR CMS-Based Course-Level Learning Portfolio (Lessons Learned, Getting Started)<br />
  8. 8. Caveats<br /><ul><li>Practitioner perspective
  9. 9. Pragmatic idealism (“CMS Plus” v. “anti-CMS”)
  10. 10. Not an “expert” on bigger issues (e.g., FERPA)
  11. 11. Opinions are my own
  12. 12. Situated examples/solutions/workarounds
  13. 13. Your results may vary</li></li></ul><li>Teaching in the Open<br />
  14. 14. Poll<br />How many of you would say that you “teach in the open” in any fashion?<br />Could we get one or two of you to tell us what you have in mind when thinking of “teaching in the open?” <br />
  15. 15. Why Teach in the Open?<br />General<br />Access after course is over<br />Beyond “audience of one”<br />More flexible than or additional features than (or no access to) CMS<br />For Me<br />Real, public tools for on-going professional development learning (educators worldwide)<br />Practice using tools prior to using in K12 classroom<br />
  16. 16. education alfresco by Moxieg on Flickr<br />Creative Commons Attribution 2.0 License<br />
  17. 17. Open Teaching<br />Teaching in the Open <br />Closed Teaching<br />What happens in the course stays in the course<br />Semi-permeability<br />(Some elements go “out”)<br />Complete* permeability<br />(World comes “in”)<br />Rough “Openness” Continuum<br /><br />
  18. 18. What Does it Look Like?<br />Traditional online graduate course with some open elements:<br />CMS as homebase (gradebook, low-level open book chapter quizzes, course email, authoritative source for announcements, etc.)<br />Student-owned “real” public blogs (live past course end if desired; connect to others)<br />Student-owned public profiles (cultivating digital identity)<br />Student-owned wikis for iterative project development/publishing<br />Judicious use of tools for openness ( for updates, links to blog postings; for audio/text Weekly Updates; bookmarking on; etc.)<br />
  19. 19. CMS Home Page Excerpt<br />
  20. 20. Student Blog Posting Excerpt<br />
  21. 21. Outsider Comment to Blog Posting<br />
  22. 22. Why NOT Teach in the Open?<br />Concerns over not possessing student work:<br />Grade appeals<br />Award submissions<br />Concerns over restrictive laws or policies:<br />Family Educational Records & Privacy Act (FERPA)<br />Institutional restrictions<br /><br />
  23. 23. Kelvin’s Approach<br /><ul><li>Assume conservative FERPA interpretation
  24. 24. All official communications (including grades) in CMS
  25. 25. FERPA/Web2.0 statements in course documents
  26. 26. No required personally identifiable information on public web </li></ul><br />
  27. 27. ePortfolios<br />
  28. 28. ePortfolio Types<br />Institutional Portfolio<br />Teaching Portfolio<br />Student Portfolio<br />Working Portfolio<br />Emphasizes process<br />Presentation Portfolio<br />Emphasizes product<br />Job seeking/promotional<br />End-of-program<br />End-of-course<br /><br />
  29. 29. Portfolio Thinking<br />Collect<br />Select<br />Reflect<br /> Note: All learner metacognitive benefits derive from “portfolio thinking”<br /><br />
  30. 30. Portfolio Ownership<br />Hosting v. ownership<br />Student-owned/student-hosted<br />Student-owned/institution-hosted (or licensed)<br />Institution-owned/institution-hosted (or licensed)<br />Software<br />Web site/blog<br />Portfolio (Sakai OSP, Mahara, Epsilen, etc.)<br />
  31. 31. Poll<br />How many of your institutions have seen ePortfolio use in any of the ways described (even if isolated programs/courses)?<br />What big picture issues related to ePortfolios have I missed?<br />
  32. 32. My CMS-Based Course-Level Learning Portfolio<br />
  33. 33. My “Upside Down” Approach <br />Traditional approach to presentation portfolios<br />“Private” coursework excerpts made “public”<br />Partially a response to closed courses/teaching<br />My approach to course-level learning portfolio<br />“Public” coursework excerpts made “private”<br />Response to teaching in the open<br />Still benefits learner metacognitively<br />
  34. 34. Implementation Requirements<br /> As evidence of learning housed in CMS along with grades and other “official” communications, tool must provide for:<br />Uploading to CMS of (not linking to) excerpted student work<br />Inclusion of substantive written reflections<br />Submissions tied to specific learning outcomes<br />
  35. 35. Possibly Relevant CMS Tools<br />Assignment dropbox tool<br />Discussions<br />Internal CMS email tool<br />Quiz tool (if supporting uploads allowed)<br />Internal CMS “Portfolio” tool<br />
  36. 36. Decision Guide<br />Does tool allow:<br />Delineation of specific learning outcomes?<br />Upload of files for each outcome? (any restriction on size or #?)<br />Written statement for each outcome? (any restriction on length?)<br />Review at outcome level and as an entire portfolio?<br />Integration with other ePortfolio levels?<br />
  37. 37. What Does This Look Like?<br />Assignment Dropbox Tool<br />Individual dropbox for each outcome<br />Title includes clear title for each unique outcome<br />Textbox for student refection<br />Multiple file uploads for student artifacts<br />Clear student instructions in each dropbox<br />
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  43. 43. Discuss<br />Partner-Up with Others and Discuss:<br />What would you do differently if you were to implement a course-level learning portfolio using CMS-based tools?<br />Try to identify key affordances and constraints. <br />
  44. 44. YOUR CMS-Based Course-Level Learning Portfolio<br />
  45. 45. Learn from My Experience<br />Tension between learning goals and “possession” goals:<br />Not all assignments result in artifact uploads<br />Students may upload ancillary documentation<br />Students often resist the metacognitive:<br />No one’s favorite assignment<br />Path of least resistance/pro forma<br />
  46. 46. Learn from My Experience<br />No such thing as “too much support:”<br />Provide scaffolding for mastery level determination<br />Screencast walk through of portfolio rubric<br />Consider stipulating required file formats (advisedly!)<br />Portfolio reviewing/grading is tedious:<br />CMS tools clunky (e.g., sort by student, then click “Back” button after reviewing each dropbox)<br />Keep focus on the whole (versus sum-of-parts)<br />
  47. 47. Steps for Getting Started<br />Choose outcomes carefully (course objectives? excerpted program goals? national standards?)<br />Set-up tool with very clear usage instructions<br />Prep students (in syllabus as part of final grade; instructions at beginning of course; rubric)<br />Remind students of Collect-Select-Reflect process (in communications, materials, etc.)<br />Support students (point to resources for making artifacts:screen capture, pdf, etc.)<br />
  48. 48. Poll<br />How many of you see value in a CMS-based course-level learning portfolio to accompany teaching in the open?<br />What issues/questions would you like to raise?<br />
  49. 49. Follow Up<br />Kelvin Thompson, Ed.D.<br /><br /><br /> <br />Presentation & <br />Supporting Materials<br />