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Shrinking the Distance in Distance Learning


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Shrinking the Distance in Distance Learning

  1. 1. Shrinking the Distance in Distance Learning: Using ePortfolios to Close the Gap in Online Courses Beth Gordon Klingner Samantha Egan
  2. 2. Tweet about this session! #aln2011
  3. 3. A familiar conversation?
  4. 4. “Critics say online education is really driven by a desire to spend less on teachers and buildings, especially as state and local budget crises force deep cuts to education.” Gabriel, Trip. "More Pupils Are Learning Online, Fueling Debate on Quality”. The New York Times. 5 April 2011. Web
  5. 5. • Verifying authenticity of student work • Building a community between instructors and students, and among other students Obstacles of the Online Classroom
  6. 6. How can we ensure a quality online learning experience for students?
  7. 7. The Solution? ePortfolios!
  8. 8. What is an ePortfolio? • online collection of work designed for an audience • Incorporates various forms of media: files, images, videos, RSS feeds, blogs and more! • Collect, select, reflect
  9. 9. • Provide a way to get to know a student’s “voice”, thus enabling the instructor to better detect plagiarism • Reflections and artifacts give a deeper look into the student as a whole The ePortfolio Solution
  10. 10. Course Goals: – To increase technological literacy in terms of applications to the counseling profession. – To learn about emerging technologies and the usefulness to counseling clients, as well as potential ethical and legal challenges such as privacy and identity. – To create a technology plan for a counseling practice in the student's area of interest. Case Study 1
  11. 11. Students posted their technology plans on ePortfolio as part of their final grades (20% of overall grade) Counseling 2.0 ePortfolio Application
  12. 12. • An assessment of the student learning experience • Consists of 12 chapters, one for each course • Collection of lessons learned during the program • Reflects new knowledge as it relates to leading/managing Case Study 2: Homeland Security Masters Project
  13. 13. • Created customized template for students to post their chapters, and ultimately, their final thesis Homeland Security ePortfolio Application
  14. 14. • Collect their own Artifacts to share with selected audiences – students, peers, etc. • Allow students to learn and appreciate their background, research and/or professional practices Why Should Faculty Develop ePortfolios
  15. 15. Faculty ePortfolios
  16. 16. Questions?