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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
    • 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?
    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
  • Open Teaching
    Teaching in the Open
    Closed Teaching
    What happens in the course stays in the course
    (Some elements go “out”)
    Complete* permeability
    (World comes “in”)
    Rough “Openness” Continuum
  • 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 ( for updates, links to blog postings; for audio/text Weekly Updates; bookmarking on; 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
  • 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
  • ePortfolios
  • ePortfolio Types
    Institutional Portfolio
    Teaching Portfolio
    Student Portfolio
    Working Portfolio
    Emphasizes process
    Presentation Portfolio
    Emphasizes product
    Job seeking/promotional
  • Portfolio Thinking
    Note: All learner metacognitive benefits derive from “portfolio thinking”
  • Portfolio Ownership
    Hosting v. ownership
    Student-owned/institution-hosted (or licensed)
    Institution-owned/institution-hosted (or licensed)
    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
    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
  • 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.
    Presentation &
    Supporting Materials