ePortfolios and Metacognition in Online Basic Research Methods - SPS
Upcoming SlideShare
Loading in...5
×
 

ePortfolios and Metacognition in Online Basic Research Methods - SPS

on

  • 1,812 views

ePortfolios and Metacognition in Online Basic Research Methods - SPS ...

ePortfolios and Metacognition in Online Basic Research Methods - SPS
Web 2.0 tools facilitate shared knowledge, reflection, and metacognition among CUNY Online Baccalaureate students in a research methods learning community. E-Portfolio
modeling encourages transfer of ownership and thoughtful self-navigation of program learning goals targeted in course objectives and assignments. Examples highlight the first tier of a scaffolded series of competencies across two research methods courses that are prerequisites to capstone projects.
• Barbara Walters, Consortial Faculty, CUNY Online
• Ellen Smiley, Academic Director of the CUNY Online
• Sarah Morgano, ePortfolio Communication Coordinator
• Kate Noel Moss, Learning Community Instructor, CUNY Online
• William Bernhardt, Consorti al Faculty, CUNY Online

Statistics

Views

Total Views
1,812
Views on SlideShare
1,787
Embed Views
25

Actions

Likes
0
Downloads
13
Comments
0

5 Embeds 25

http://commons.gc.cuny.edu 10
http://www.slideshare.net 8
http://www.connections-community.org 5
http://testing.commons.gc.cuny.edu 1
https://commons.gc.cuny.edu 1

Accessibility

Categories

Upload Details

Uploaded via as Microsoft PowerPoint

Usage Rights

© All Rights Reserved

Report content

Flagged as inappropriate Flag as inappropriate
Flag as inappropriate

Select your reason for flagging this presentation as inappropriate.

Cancel
  • Full Name Full Name Comment goes here.
    Are you sure you want to
    Your message goes here
    Processing…
Post Comment
Edit your comment

    ePortfolios and Metacognition in Online Basic Research Methods - SPS ePortfolios and Metacognition in Online Basic Research Methods - SPS Presentation Transcript

      • Barbara Walters, Consortial Faculty,
      • CUNY Online Baccalaureate
      • Ellen Smiley, Academic Director of the CUNY Online
      • Sarah Morgano, ePortfolio Communication Coordinator
      • Kate Noel Moss, Learning Community Instructor,
      • CUNY Online Baccalaureate
      • William Bernhardt, Consortial Faculty,
      • CUNY Online Baccalaureate
      http:// cunyonline.digication.com/portfolio/directory.digi
      • Web 2.0 tools facilitate shared knowledge, reflection, and metacognition among CUNY Online Baccalaureate students in a research methods learning community. E-Portfolio modeling encourages ownership transfer and thoughtful self-navigation of program learning goals, targeted in course objectives and assignments. Examples highlight tiers in a scaffolded series of competencies that are pre-requisites to capstone projects in our Communication and Culture concentration.
      • Steering Committee for Online Resources and Education (S.C.O.R.E.) 2005
      • CUNY Online Baccalaureate: Fall 2006
        • Designed for “degree completers”
        • Single cross-disciplinary concentration: Communication and Culture
        • Expanded in initial year from 250 students in 30 sections of 17 courses to 400 students in 62 sections of 50 courses
      • B.S. in Business, Spring 2008; M.S. in Business Management and Leadership, Fall 2009
      • Spring 2010, over 750 students enrolled in 67 classes across three degree programs
      • Clear Goals
        • Institutional Mission
        • Program Goals
        • Curriculum Development
        • Course Objectives
      • Pedagogy
        • Deep learning – non-content teaching and learning goals (Keith Roberts)
          • Constructivist learning -- WAC and WID (Bloom, Perry and Bean)
          • Reflection and Self-Navigation (John Dewey and Lev S. Vygotsky)
          • Communities of Practice – Learning Communities
      • Assessment and Evaluation
      • Goal:
        • Inclusion of all students in the program
        • Use of ePortfolios to mirror, map and communicate progress
          • Reflection and Social Networking
      • ePortfolios and Communities of Practice
        • Blogs
        • Wikis
        • Expo
        • Digication
      • “ If you don’t know where you want to go, you might end up somewhere else.”
      • Yogi Berra
      • Photo Credit: Yogi Berra’s game-worn jersey, Photography Collection, The Glory Days: New York Baseball 1947-1957, and exhibit from Museum of the City of New York, which ran from June 27 to December 31, 2007. Used under a Creative Commons “Attribution/Noncommercial/ No-Derivative Works”
      *Cf. Andrea Leskes, AACU, 2005, CUNY Research Seminar
      • * Adapted from Andrea Leskes, AACU, 2005, CUNY Research Seminar
      Mission Assessment/ Reflection We are here Double Loop Learning
    • This course title and sequence have changed as a result of this double-loop learning.
      • TEACHERS AND ADMINISTRATORS
      • LEARNERS
      • Clear program goals
      • Clear learning goals
      • Alignment between mission, guiding principles, goals, assignments and assessments
      • Self-directed
      • Aware of the process
      • Integrative
      • Adaptive
      Adapted from Andrea Leskes, AACU, 2005, CUNY Research Seminar Open system
    • Visible Knowledge
      • Basic Competencies: Fall 2008
        • Course redesign
        • Assessment
      • Course Goals and Objectives: meetings in teams
      • Transparent assignments and assessments
      • Faculty Development or Community Building around Basic Principles
      • I. Inquiry and Critical Thinking
      • II. Communication
      • III. Cultural Diversity and Social Responsibility
      • IV. Creativity
      • V. Teamwork and Leadership
      • VI. Knowledge Base
    • 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
      • Fall 2008 Expo Pilot
      • Summer 2009 Digication Pilot
      • Ongoing Communities of Practice
        • Discussion Forums
        • Blogs
        • Wikis
        • Expo
        • ePortfolios
      • Blackboard has always had the discussion board, but new tools allow new outlets for student contributions in online courses: blogs (collective or individual) and wikis. How can these tools be used effectively (and non-redundantly) in the Blackboard environment?
      • Enables journal style entries separated and tagged by name, date, and time, appearing in reverse chronological order
      • Allows students to create web-based diaries or other types of web records
      • Possibilities include documents, links, images, plus a comments feature
      • Journal, viewing, and comments can be open to individual students, groups, or entire class
      • Tool for reflection
      • An effective tool for collaborative student website authoring: think Wikipedia
      • Provides a venue for teamwork and reflection
      • Facilitates text, image, or other media links and/or displays
      • Assessment tools available
      • Wiki editing, viewing, and comments can be available to class or team
      • 110 Students in Five Courses
        • COM 110 Digital Information in the Contemporary World
        • ART 210 Modern Art in the City
        • ENG 102
        • CC 410 Introduction to Research Methods
        • CC 409 Studies in Communication and Cultural Change
        • CC 499 Senior Research
      • Evaluation
      • Model ePortfolio
      • Student Resource Site
    • Sample Student ePortfolio : Created for students to mirror. Basic Academic ePortfolio Template : Created for students to model.
    • Ownership Transfer Social Networking
      • CC 499 Senior Research
        • Initially a contract and guidelines
        • Double loop adjustment
      • Skills students should have at registration for CC 499: Fall 2009
        • Literature searches and review
        • Creating theory and hypotheses from literature
        • Statistical Skills
          • SPSS
          • Basic descriptive statistics
          • Tests of significance
        • Basic research
          • Ethnography
          • Content Analysis
    • A direct result of NOT evaluating evidence (reflecting).
    • This course was revised as a result of this double-loop learning.
      • CC 401 and Deep Learning
      • Transition to Four-Year College
          • Pre-Reflective:
            • Knowledge exists absolutely and can be ascertained by direct observation
          • Quasi-Reflective:
            • Knowledge is uncertain; evidence is used but it is idiosyncratic
          • Reflective
            • Knowledge is constructed by evaluating evidence
      • Change in Research Methods sequence and course numbers
      • Introduction of Write-from-the-Start
      • Learning Community: COM 110 and CC 401
    • Shared Knowledge
    • Reflection
    • Thanks to SPS Deans George Otte and Brian Peterson; Sylvie Richards, SPS Media and Technology Specialist; B.Loerinc-Helft, Academic Director of the CUNY Online Programs in Business; Washington Hernandez, Operations Manager, Ericke Wong, Operations Assistant; Phil Pecorino, Howard Wach, Jordi Getman, Carl Grindley, Joe Ugoretz and Rob Whittaker, Colleagues in the CUNY Online Baccalaureate; Bret Eynon, Assistant Dean and Executive Director of the Teaching and Learning Center at LaGuardia; and all of our mentors and colleagues at LaGuardia Community College and in Cohort A at Making Connections.