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    Thompson kelvin eli 2011 Thompson kelvin eli 2011 Presentation 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
    • Welcome
      • 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 individually throughout presentation
    • Outline
      Teaching in the Open (Why? What’s It Look Like? Why Not?)
      ePortfolios(Types, Portfolio Thinking, Ownership)
      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 Flickr
      Creative Commons Attribution 2.0 License http://www.flickr.com/photos/moxieg/2448460302
    • Open Teaching
      Teaching in the Open
      Closed Teaching
      What happens in the course stays in the course
      Semi-permeability
      (Some elements go “out”)
      Complete* permeability
      (World comes “in”)
      Rough “Openness” Continuum
      http://bit.ly/edXPnf
    • What Does it Look Like?
      Traditional online graduate course with some open elements:
      CMS as homebase (gradebook, low-level open book chapter quizzes, course email, authoritative source for announcements, etc.)
      Student-owned “real” public blogs (live past course end if desired; connect to others)
      Student-owned public profiles (cultivating digital identity)
      Student-owned wikis for iterative project development/publishing
      Judicious use of tools for openness (HootCourse.com for updates, links to blog postings; Box.net for audio/text Weekly Updates; bookmarking on Diigo.com; etc.)
    • CMS Home Page Excerpt
    • Student Blog Posting Excerpt
    • Outsider Comment to Blog Posting
    • Why NOT Teach in the Open?
      Concerns over not possessing student work:
      Grade appeals
      Award submissions
      Concerns over restrictive laws or policies:
      Family Educational Records & Privacy Act (FERPA)
      Institutional restrictions
      http://bit.ly/euYzSA
    • Kelvin’s Approach
      • Assume conservative FERPA interpretation
      • All official communications (including grades) in CMS
      • FERPA/Web2.0 statements in course documents
      • No required personally identifiable information on public web
      http://bit.ly/eu4sHR
    • ePortfolios
    • ePortfolio Types
      Institutional Portfolio
      Teaching Portfolio
      Student Portfolio
      Working Portfolio
      Emphasizes process
      Presentation Portfolio
      Emphasizes product
      Job seeking/promotional
      End-of-program
      End-of-course
      http://bit.ly/eUELYW
    • Portfolio Thinking
      Collect
      Select
      Reflect
      Note: All learner metacognitive benefits derive from “portfolio thinking”
      http://bit.ly/edkdmP
    • Portfolio Ownership
      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
    • Possibly Relevant CMS Tools
      Assignment dropbox tool
      Discussions
      Internal CMS email tool
      Quiz tool (if supporting uploads allowed)
      Internal CMS “Portfolio” tool
    • Decision Guide
      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
    • http://bit.ly/gh7gOP
    • Discuss
      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
      Choose outcomes carefully (course objectives? excerpted program goals? national standards?)
      Set-up tool with very clear usage instructions
      Prep students (in syllabus as part of final grade; instructions at beginning of course; rubric)
      Remind students of Collect-Select-Reflect process (in communications, materials, etc.)
      Support students (point to resources for making artifacts:screen capture, pdf, etc.)
    • Poll
      How many of you see value in a CMS-based course-level learning portfolio to accompany teaching in the open?
      What issues/questions would you like to raise?
    • Follow Up
      Kelvin Thompson, Ed.D.
      kthompso@mail.ucf.edu
      http://twitter.com/kthompso
      http://bit.ly/cmsfolio
      Presentation &
      Supporting Materials