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 Kelvin Thompson, Ed.D. University of Central Florida This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License
14. 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?”
15. 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
16. education alfresco by Moxieg on Flickr Creative Commons Attribution 2.0 License http://www.flickr.com/photos/moxieg/2448460302
17. 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
18. 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.)
22. 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
31. 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?
33. 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
34. 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
36. 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?
37. 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/fDvMjZ
43. 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.
45. 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
46. 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)
47. Steps for Getting Started Choose outcomes carefully (course objectives? excerpted program goals? national standards?) Set-up tool with very clear usage instructions Prep students at beginning of course Remind students of Collect-Select-Reflect process Support students in making artifacts http://bit.ly/fFdoCZ
48. 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?
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