Let Learners Drive Learning (AAEEBL Midwest Regional Conf 2014)
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Let Learners Drive Learning (AAEEBL Midwest Regional Conf 2014)

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Abstract
ePortfolios were piloted to deliver project-based research training. Manual project tracking dominated program communications, adding little to learning engagement. ePortfolios reduced email traffic for the current cohort, projected to be significantly less compared to the previous cohort (p=.02 using an unpaired t-test, eliminating one outlier and p=.68 when including outlier), strengthening the case for eportfolio adoption in more clinical and translational research training programs.


Session Description
The Michigan Institute for Clinical and Health Research (MICHR) piloted Foliotek ePortfolios for 9 scholars in the Master of Science in Clinical Research (MSCR) program. Engaged training is achieved through a mentored research project that lasts through the one year duration of the MSCR program. ePortfolios were piloted in this course to deliver and support project-based learning.

Mentored projects warrant regular monitoring for timely intervention. Manual project tracking dominated program-scholar communications, which added little learning value. Foliotek eportfolios automated reporting on project milestones and deliverables. This allowed learners and the program manager to engage in creative problem solving, as opposed to chasing status updates. This pilot lays the groundwork for introducing eportfolios in other MICHR programs that use high impact practices to train future clinical and translational researchers.

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  • Workshop today, not talk <br /> ~ you are my consulting team <br /> Introduce your mate <br /> Warning: I am not a education specialist, so I look forward to your corrections when <br /> - I use terms incorrectly <br /> - I don’t realize there is a term for something I am describing. <br />
  • Closing scene of the new spiderman... <br />
  • Project based ≠ case based <br /> runs through the program <br />
  • The presentation portion serves as the “white hat” <br /> - learning motivation? check! <br />
  • Mentored, project based learning is central to the Master of Science in Clinical Research program. <br />
  • Sponsor Requirements Driver: <br /> - Translational research is project/operational in nature ~ basic science research is academic (DELIVERABLE) <br /> - 95% Project Failure Rate (INTERACTIVE) <br /> - Feedback: Instructor: Translational Science: 50%Ops/50%Science; Deliverables & Project Failure; Chris Austin <br /> Technology Driver: LMS/CMSs Don’t Support Project-based Learning <br /> Pedagogical Driver: <br /> - Manual project tracking dominated program communications, adding little to learning engagement. <br /> - Mentored projects warrant regular monitoring for timely intervention. Manual project tracking dominated program-scholar communications, which added little learning value. <br /> Vic’s introduction - most appropriate at this point. <br /> Project based learning in MSCR <br /> Project milestones and deliverables demonstrate learning progression as against scheduled homework. The existing Sakai-based course management system does not support automated project monitoring. <br />
  • ePortfolios were piloted in this course to deliver and support project-based learning. <br /> Foliotek eportfolios automated reporting on project milestones and deliverables. <br /> This allowed learners and the program manager to engage in creative problem solving, as opposed to chasing status updates <br />
  • Scholars: Pre-doctoral Students <br /> NIH/NCATS (TL1 Grant) <br /> Program Administrators <br /> Lead Faculty for Education and Mentoring <br /> Program Manager/Instructional Designer <br /> Instructional Technology Designer <br /> Student Services Specialist <br />
  • Challenge: Due to the short life of <br /> - How would YOU assess the pilot? <br /> We: Program Communication Analysis <br /> -- used in the past <br /> Limitations: <br /> - Projections instead of actual data (will be available Fall 2014) <br />
  • ePortfolios reduced email traffic for the current cohort, projected to be significantly less compared to the previous cohort (p=.02 using an unpaired t-test, eliminating one outlier and p=.68 when including outlier), strengthening the case for eportfolio adoption in more clinical and translational research training programs. <br />
  • The outlier: Ashley <br />
  • White hat = let’s review the facts <br /> Red to Blue: small break out activities <br />
  • - Context: History of Project Based Learning/Teaching: Litt Review <br />
  • Focus on the baton, not the runner <br />
  • EPILOG:- Our next experiment might be doing a team portfolio, &quot;focus on the baton, rather than the runners&quot; i.e. Put the work on the pedestal- We were told in Fall that Foliotek will overhaul their backend; I really hope we don&apos;t have to give it up for 2014 cohort.- Project based learning will only increase- Pressure from HHS/NIH to implement competency based assessment; ePortfolios will play a significant role in our delivery <br />

Let Learners Drive Learning (AAEEBL Midwest Regional Conf 2014) Let Learners Drive Learning (AAEEBL Midwest Regional Conf 2014) Presentation Transcript

  • #aaeebl Learning Belongs to Learners Mentored, Project Based Learning and ePortfolios Workshop Vic Divecha, MSE, PMP Michigan Institute for Clinical & Health Research 2:50pm - 3:40pm May 19, 2014 AAEEBL Midwest Ann Arbor, MI
  • Who am I? great ePortfolios are great stories
  • #aaeebl Abstract ePortfolios were piloted to deliver project-based research training. Manual project tracking dominated program communications, adding little to learning engagement. ePortfolios reduced email traffic for the current cohort, projected to be significantly less compared to the previous cohort (p=.02 using an unpaired t-test, eliminating one outlier and p=.68 when including outlier) strengthening the case for ePortfolio adoption in more clinical and translational research training programs.
  • Workshop Goal: Create Recommendations Eduard deBono
  • #aaeebl ePortfolios were piloted to deliver project- based research training. Background
  • #aaeebl Need Sponsor Technology Pedagogy Drivers:
  • #aaeebl Solution Pilot • Foliotek • 1 year • 2013-14 Cohort
  • #aaeebl Key Stakeholders
  • #aaeebl Method
  • #aaeebl Results to p or not to p
  • #aaeebl Actual Results ePortfolios reduced email traffic for the current cohort, projected to be significantly less compared to the previous cohort (p=.02 using an unpaired t-test, eliminating one outlier and p=.68 when including outlier)
  • #aaeebl Brainstorming: Project Portfolio vs. Individual Portfolio
  • #aaeebl Next Steps • Master Portfolio • “Slices” or “Presentation Portfolios” • ProjectTeam ePortfolios • Mentor/Mentee Pair ePortfolios • Opportunity to collaborate
  • #aaeebl References • Divecha, V. (2009). Improving Quality of Simulteaching by Analyzing Demand for Support. In T. Bastiaens, J. Dron, & C. Xin (Eds.), Proceedings of World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2009 (pp. 3480–3482). Vancouver, Canada: AACE. Retrieved from http://www.editlib.org/p/32984 • Divecha, V. (2008). Simulteaching: Going Beyond Traditional Synchronous Learning. In C. J. Bonk, M. M. Lee, & T. Reynolds (Eds.), Proceedings of World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2008 (pp. 757–761). Las Vegas, Nevada, USA: AACE. Retrieved from http://www.editlib.org/p/29696 Acknowledgements • NIH/NCATS Clinical and Translational Science Award: 2UL1TR000433-06 • Brenda Eakin, Shannon Marshall-Wilhelm (MICHR) • Shawna Brooks (Foliotek)
  • Who am I? great ePortfolios are great stories Who are we?
  • Focus on the baton, not the runners. not the runners. Ken Rubin Agile Project Management Expert