This document summarizes a paper that presents an alternative e-portfolio system called a "netfolio." [1] A netfolio allows students to view and provide feedback on each other's e-portfolios, promoting collaboration, discussion, and continuous improvement. An exploratory study found that students using the netfolio system performed better and revised their work more than those using individual e-portfolios. The netfolio overcomes limitations of working alone and provides a more complete learning experience than traditional e-portfolios.
Strategies for Teaching in a Hybrid* Environment
Sarah Egan Warren & Sarah Glova
*Strategies will be applicable to online and in-person courses as well
Presentation from 'Design for learning' strand at the CDE’s Research and Innovation in Distance Education and eLearning conference, held at Senate House London on 1 November 2013. Conducted by Dr J Simon Rofe (School of Oriental and African Studies, University of London). Audio and video of the conference can be found at www.cde.london.ac.uk.
Paulina Kuforiji, Columbus State University
Florence Wakoko-Studstill, Columbus State University
Bonita Williams, Columbus State University
Harriet Nabushawo, Makerere University
Strategies for Teaching in a Hybrid* Environment
Sarah Egan Warren & Sarah Glova
*Strategies will be applicable to online and in-person courses as well
Presentation from 'Design for learning' strand at the CDE’s Research and Innovation in Distance Education and eLearning conference, held at Senate House London on 1 November 2013. Conducted by Dr J Simon Rofe (School of Oriental and African Studies, University of London). Audio and video of the conference can be found at www.cde.london.ac.uk.
Paulina Kuforiji, Columbus State University
Florence Wakoko-Studstill, Columbus State University
Bonita Williams, Columbus State University
Harriet Nabushawo, Makerere University
Electronic Portfolio :Learning in Layers: Insights for Rhetoric and Composition about Reflective Learning, Integrative Learning, and General Education Outcomes from the Inter/National Coalition for Electronic Portfolio Research, a presentation at CCCC 2008, April 5, 2008, New Orleans, LA
Peer-led group learning as a variation of collaborative learning has become widely adopted in science, technology, engineering and mathematics disciplines as a way of supporting research tasks and the development of problem-solving skills. This learning approach is based on ‘small groups of students meeting regularly with a peer – one who has additional expertise in the subject matter – to work on problems collaboratively’ (Pazos, Micari & Light, 2009).
This presentation explores how peer-led group learning was introduced to a third-year undergraduate module for Biology students (international, mixed gender) undertaking extended project work in microbial annotation.
Although the students were engaged in individual projects, meeting on a regular weekly cycle to discuss progress with their facilitator, they were encouraged to work collaboratively in the performance of their research using a centrally- supported virtual collaborative environment – Slack – for the duration of the module, drawing on the expertise of the peer expert as required. Slack was presented to students as a hub to share ideas / findings and to raise questions for the attention of the peer expert and the wider project group.
Building community through Slack: a student-owned digital space for connectiv...RichardM_Walker
This presentation discusses an institutional approach to the development of a digital learning community for students participating on our fully online study programmes at the University of York. Our approach was based on the use of a team-based environment Slack as a ‘third space’ for interaction - i.e. an institutionally owned platform which students were invited to control and manage as their own space to support their own networking and community activities.
The Impact of Digital Literacy Practices on Learning Outcomes in Higher Educ...J'ette Novakovich
This paper reports the findings of a Stage I meta-analysis exploring the effectiveness of online digital literacy practices performed through social media tools in higher education classrooms as measured by learning outcomes. An extensive literature search culled more than 500 potential articles and resulted in a sample of 51 representative quasi-experimental studies, consisting of 4,630 total participants. Fifty-one effect sizes were extracted and yielded a moderately positive statistically significant weighted average effect size of g+ = 0.315, k=51, p <. 01. This overall effect size suggests that integrating online digital literacy practices into the higher education classroom benefits students on measures of academic achievement and offers significant learning support.
In addition, several moderator variables were tested to determine what factors and literacy practices impact learning outcomes; namely, field of study (STEM, ARTS), conceptualization of tool (social learning theory, delivery tool), peer interaction (yes, no), modality (blogs, collaborative communication text-based technologies, i.e. forums and wikis; podcasts, and virtual worlds), practice (consuming, prosuming behaviors), and the learning outcome measured (course project, knowledge-based exam); moderator effect sizes were statistically significant for the following variables: conceptualization of the tool, practice, and learning outcomes.
Advocates and practitioners of online education often come together to talk among themselves
To the converted, so to speak
This is a chance to share some of the remarkable developments in online learning with a broader audience
To talk about accomplishments and challenges
Like “global warming” online learning isn’t going away
RALF (Redesigning Assessment and Learning with feedback in the VLEs) ProjectDiogo Casanova
The RALF (Redesigning Assessment and Learning with feedback in the VLEs) project aims at clarifying the role of VLEs in assessment and feedback, understanding students’ perceptions of feedback and how they are being addressed in the VLE and, as importantly, understanding teachers’ perceptions of the constraints they have in their assessment and feedback practice in using the VLE. See further information at https://campuspress.uwl.ac.uk/ralf/
1-Experiences with a Hybrid Class Tips And PitfallsCollege .docxcatheryncouper
1-Experiences with a Hybrid Class: Tips And Pitfalls
College Teaching Methods & Styles Journal, 2006, Vol.2(2), p.9-12
Notes
This paper will discuss the author's experiences with converting a traditional classroom-based course to a hybrid class, using a mix of traditional class time and web-support. The course which was converted is a lower-level human relations class, which has been offered in both the traditional classroom-based setting and as an asynchronous online course. After approximately five years of offering the two formats independently, the author decided to experiment with improving the traditional course by adopting more of the web-based support and incorporating more research and written assignments in "out of class" time. The course has evolved into approximately 60% traditional classroom meetings and 40% assignments and other assessments out of class. The instructor's assessment of the hybrid nature of the class is that students are more challenged by the mix of research and writing assignments with traditional assessments, and the assignments are structured in such a way as to make them more "customizable" for each student. Each student can find some topics that they are interested in to pursue in greater depth as research assignments. However, the hybrid nature of the class has resulted in an increased workload for the instructor. The course has been well received by the students, who have indicated that they find the hybrid format appealing.
2-Undergraduate Research Methods: Does Size Matter? A Look at the Attitudes and Outcomes of Students in a Hybrid Class Format versus a Traditional Class Format.
Author
Gordon, Jill A.
Barnes, Christina M.
Martin, Kasey J.
Publisher
Taylor & Francis Ltd
Is Part Of
Journal of Criminal Justice Education, 2009, Vol.20 (3), p.227-249
Notes
The goal of this study is to understand if there are any variations regarding student engagement and course outcomes based on the course format. A new course format was introduced in fall of 2006 that involves a hybrid approach (large lecture with small recitations) with a higher level of student enrollment than traditional research methods courses. During the same time frame, the discipline maintained its traditional research methods courses as well. A survey was administered to all students enrolled in research methods regardless of course format in fall 2006 and spring 2007. Student responses are discussed, including information concerning the preparation, design, cost and benefits of offering a hybrid research methods course format.
3- Distance Education: Linking Traditional Classroom Rehabilitation Counseling Students with their Colleagues Using Hybrid Learning Models.
Author
Main, Doug
Dziekan, Kathryn
Publisher
Springer Publishing Company, Inc.
Is Part Of
Rehabilitation Research, Policy & Education, 2012, Vol.26 (4), p.315-321
Notes
Current distance learning technological advances allow real and virtual classrooms to unite. In this .
Researching e-portfolios: The current state of playdcambrid
The first in the Europortfolio project's series of open webinars, from February 7, 2014. Inter/National Coalition for Electronic Portfolio Research co-directors Darren Cambridge, Barbara Cambridge, and Kathleen Yancey present on the philosophy behind and design of the Coalition, how its results illustrate the principle of "scaling out," and the four propositions about assessment with e-portfolios and their non-negotiable core that Coalition members are currently exploring.
A seminar drawn from two projects that explored a range of assessment practices, and examined how they are implemented by establishing and comparing attitudes to assessment amongst tutors and students within three ODL environments: University of London International Programmes, King’s College London (ODL programmes) and the Open University.
Electronic Portfolio :Learning in Layers: Insights for Rhetoric and Composition about Reflective Learning, Integrative Learning, and General Education Outcomes from the Inter/National Coalition for Electronic Portfolio Research, a presentation at CCCC 2008, April 5, 2008, New Orleans, LA
Peer-led group learning as a variation of collaborative learning has become widely adopted in science, technology, engineering and mathematics disciplines as a way of supporting research tasks and the development of problem-solving skills. This learning approach is based on ‘small groups of students meeting regularly with a peer – one who has additional expertise in the subject matter – to work on problems collaboratively’ (Pazos, Micari & Light, 2009).
This presentation explores how peer-led group learning was introduced to a third-year undergraduate module for Biology students (international, mixed gender) undertaking extended project work in microbial annotation.
Although the students were engaged in individual projects, meeting on a regular weekly cycle to discuss progress with their facilitator, they were encouraged to work collaboratively in the performance of their research using a centrally- supported virtual collaborative environment – Slack – for the duration of the module, drawing on the expertise of the peer expert as required. Slack was presented to students as a hub to share ideas / findings and to raise questions for the attention of the peer expert and the wider project group.
Building community through Slack: a student-owned digital space for connectiv...RichardM_Walker
This presentation discusses an institutional approach to the development of a digital learning community for students participating on our fully online study programmes at the University of York. Our approach was based on the use of a team-based environment Slack as a ‘third space’ for interaction - i.e. an institutionally owned platform which students were invited to control and manage as their own space to support their own networking and community activities.
The Impact of Digital Literacy Practices on Learning Outcomes in Higher Educ...J'ette Novakovich
This paper reports the findings of a Stage I meta-analysis exploring the effectiveness of online digital literacy practices performed through social media tools in higher education classrooms as measured by learning outcomes. An extensive literature search culled more than 500 potential articles and resulted in a sample of 51 representative quasi-experimental studies, consisting of 4,630 total participants. Fifty-one effect sizes were extracted and yielded a moderately positive statistically significant weighted average effect size of g+ = 0.315, k=51, p <. 01. This overall effect size suggests that integrating online digital literacy practices into the higher education classroom benefits students on measures of academic achievement and offers significant learning support.
In addition, several moderator variables were tested to determine what factors and literacy practices impact learning outcomes; namely, field of study (STEM, ARTS), conceptualization of tool (social learning theory, delivery tool), peer interaction (yes, no), modality (blogs, collaborative communication text-based technologies, i.e. forums and wikis; podcasts, and virtual worlds), practice (consuming, prosuming behaviors), and the learning outcome measured (course project, knowledge-based exam); moderator effect sizes were statistically significant for the following variables: conceptualization of the tool, practice, and learning outcomes.
Advocates and practitioners of online education often come together to talk among themselves
To the converted, so to speak
This is a chance to share some of the remarkable developments in online learning with a broader audience
To talk about accomplishments and challenges
Like “global warming” online learning isn’t going away
RALF (Redesigning Assessment and Learning with feedback in the VLEs) ProjectDiogo Casanova
The RALF (Redesigning Assessment and Learning with feedback in the VLEs) project aims at clarifying the role of VLEs in assessment and feedback, understanding students’ perceptions of feedback and how they are being addressed in the VLE and, as importantly, understanding teachers’ perceptions of the constraints they have in their assessment and feedback practice in using the VLE. See further information at https://campuspress.uwl.ac.uk/ralf/
1-Experiences with a Hybrid Class Tips And PitfallsCollege .docxcatheryncouper
1-Experiences with a Hybrid Class: Tips And Pitfalls
College Teaching Methods & Styles Journal, 2006, Vol.2(2), p.9-12
Notes
This paper will discuss the author's experiences with converting a traditional classroom-based course to a hybrid class, using a mix of traditional class time and web-support. The course which was converted is a lower-level human relations class, which has been offered in both the traditional classroom-based setting and as an asynchronous online course. After approximately five years of offering the two formats independently, the author decided to experiment with improving the traditional course by adopting more of the web-based support and incorporating more research and written assignments in "out of class" time. The course has evolved into approximately 60% traditional classroom meetings and 40% assignments and other assessments out of class. The instructor's assessment of the hybrid nature of the class is that students are more challenged by the mix of research and writing assignments with traditional assessments, and the assignments are structured in such a way as to make them more "customizable" for each student. Each student can find some topics that they are interested in to pursue in greater depth as research assignments. However, the hybrid nature of the class has resulted in an increased workload for the instructor. The course has been well received by the students, who have indicated that they find the hybrid format appealing.
2-Undergraduate Research Methods: Does Size Matter? A Look at the Attitudes and Outcomes of Students in a Hybrid Class Format versus a Traditional Class Format.
Author
Gordon, Jill A.
Barnes, Christina M.
Martin, Kasey J.
Publisher
Taylor & Francis Ltd
Is Part Of
Journal of Criminal Justice Education, 2009, Vol.20 (3), p.227-249
Notes
The goal of this study is to understand if there are any variations regarding student engagement and course outcomes based on the course format. A new course format was introduced in fall of 2006 that involves a hybrid approach (large lecture with small recitations) with a higher level of student enrollment than traditional research methods courses. During the same time frame, the discipline maintained its traditional research methods courses as well. A survey was administered to all students enrolled in research methods regardless of course format in fall 2006 and spring 2007. Student responses are discussed, including information concerning the preparation, design, cost and benefits of offering a hybrid research methods course format.
3- Distance Education: Linking Traditional Classroom Rehabilitation Counseling Students with their Colleagues Using Hybrid Learning Models.
Author
Main, Doug
Dziekan, Kathryn
Publisher
Springer Publishing Company, Inc.
Is Part Of
Rehabilitation Research, Policy & Education, 2012, Vol.26 (4), p.315-321
Notes
Current distance learning technological advances allow real and virtual classrooms to unite. In this .
Researching e-portfolios: The current state of playdcambrid
The first in the Europortfolio project's series of open webinars, from February 7, 2014. Inter/National Coalition for Electronic Portfolio Research co-directors Darren Cambridge, Barbara Cambridge, and Kathleen Yancey present on the philosophy behind and design of the Coalition, how its results illustrate the principle of "scaling out," and the four propositions about assessment with e-portfolios and their non-negotiable core that Coalition members are currently exploring.
A seminar drawn from two projects that explored a range of assessment practices, and examined how they are implemented by establishing and comparing attitudes to assessment amongst tutors and students within three ODL environments: University of London International Programmes, King’s College London (ODL programmes) and the Open University.
Presentation at Edulearn13 on a study of the role that reflexivity plays in fostering student engagement, in the context of study that is supported fully-online.
Authors: Kahn, P.E., Lucy Everington, L., Kelm, K., Reid, I. and Watkins, F. Publication Date: Jul 2013
Researching ePortfolios: The current state of play- Darren Cambridge, Barbara...EPNET-Europortfolio
#ePortfolios #Webinar
webianr available at https://www.youtube.com/watch?v=AUVTGmLHYmU
Published on Feb 19, 2014
Researching ePortfolios: The current state of play led by Darren Cambridge, Babara Cambridge and Kathleen Blake Yancey
This webinar was held on Friday 7th Febuary 2014 by www.europortfolio.org
This webinar discusses the research on e-portfolios, presenting the work of the Inter/National Coalition for Electronic Portfolio Research as a model for collaborative inquiry embedded within the process of implementation that both generates new knowledge and leads to successful results.
Over more than a decade, the Coalition has worked with nearly 70 further and higher education institutions in the US, Canada, the UK, Australia, and the Netherlands to better understand how e-portfolios can supporting learning, assessment, and institutional change.
The webinar will provide an overview of the Coalition's process, survey some results from cohorts that have completed their work, and discuss current questions it is investigating and how they might apply to cross-sector practice in Europe.
For more information about the Coalition and its work see http://ncepr.org/
Webinar leaders will be: Barbara Cambridge, Director, Washington Office, National Council of Teachers of English, Darren Cambridge, Principal Consultant, Networked Learning Group, American Institutes for Research and Kathi Yancey, Kellogg W. Hunt Professor of English and Distinguished Research Professor, Florida State University.
Europortfolio is a European Network of ePortfolio Experts & Practitioners.
Europortfolio, a not-for profit association established with the support of the European Commission, is, dedicated to exploring how e-portfolios and e-portfolio-related technologies and practices can help us to empower:
1. 'Individuals as reflective learners and practitioners;
2. Organisations as a place for authentic learning and assessment, and
3. Society as a place for lifelong learning, employability and self-realisation."
Europortfolio has a broad agenda, if you would wish to know more, or to get involved, you can do this by visiting our website www.europortfolio.org
Constructivist, Instructivist and Socio-Constructivist views of teaching tech...Olufemi Jeremiah Olubodun
This is a comparison of Instructivist and constructivist pedagogical approaches and their applications in different situations, which make clear the comparative advantages of both approaches. Instructivist learning, places the teacher in authority while the constructivist shifted authority to no one in particular but shared responsibilities between learner and teacher in such a manner that the teacher no longer assumes the responsibilities of the passage of information/knowledge to the learner but only guides him to discover the ‘objective truth’ out there and in the attainment of learning objectives. Teaching and Learning process was redefined in the light of ‘new’ understanding in teaching and learning and practical applications of these pedagogical approaches were considered. I presented a study guide (Appendix 1) as an example of socio-constructivist pedagogy where emphasis in on learning rather than on teaching.
SYNERGY Induction to Pedagogy Programme - Evaluation of the Environment (ENGL...Sarah Land
The SYNERGY Induction to Pedagogy programme was created by project partners, with the aim of helping micro-enterprise owners using the SYNERGY Exchange platform, to engage in peer-to-peer learning opportunities. This training programme comprises six modules and is delivered over 5 hours through a series of video lectures and PowerPoints which have been written, developed and recorded by project partners.
These modules provide micro-enterprise owners with a sound understanding of the basics in relation to e-didactics, quality criteria of peer-learning, evaluation of online learning resources and online learning environments, producing quality learning resources for peers and other knowledge that has helped them to become competent and confident online peer-educators. This module is entitled ‘Evaluation of the Environment’ and provides content which relates to self and peer assessments, some challenges of peer-learning in online environments and quality criteria in peer learning.
These slides are available in English, Finnish, German, Greek, Italian and Romanian.
An experiential facilitation of Multiple Delivery Formats (MDF) - f2f, online, hybrid, Interactive TV conference- for multiple courses (Sociology, Diversity Studies, Developmental Psychology, and Contemporary American Society) during the spring semester of 2019.
Presented at AECT International Conference, Louisville, KY, 2009
Hvordan engasjere og involvere elevene i undervisningen med digitale verktøyMagnus Nohr
"Hvordan engasjere og involvere elevene i undervisningen med digitale verktøy" er en presentasjon av Magnus Nohr laget for foredrag til Nyutdannede lærere i Oslo-skolen mars 2018
1. Mutual feedback in e-portfolio
assessment: an approach to
the netfolio system
The atrikel is writhen by Elena Barbera. She is is a
professor currently (2009) involved with the
Department of Psychology and Education Studies at
the Open University of Catalonia as a teacher
coordinator of the Educational Psychology area
This summary is written by Magnus
Nohr April 2013 as a student work in
the program e-assesment @ HiOA
2. The Netfolio system
This paper presents an alternative application of e-portfolio in a
university student assessment context. A concept based on student
collaboration (called netfolio) is developed, that differs from the
classical e-portfolio concept. The use of a netfolio, a network of
student e-portfolios, in a virtual classroom is explained through an
exploratory study. A netfolio is more than a group of e-portfolios
because it offers students a better understanding of learning
objectives and promotes self-revision through participation in
assessment of other students' learning, as indicated through their
portfolios. Class student e-portfolios are interconnected in a unique
netfolio such that each student assesses their peers' work and at the
same time is being assessed. This process creates a chain of co-
evaluators, facilitating a mutual and progressive improvement process.
Results about teachers' and students' mutual feedback are presented
and the benefits of the process in terms of academic achievements are
analysed.
3.
4.
5. This study does not consider the results of these
co-evaluation processes involving both teacher
and student in a summative evaluation, as is
often the case (Hall, 1995). Instead, they are
understood as scaffolding methods at the heart
of a formative evaluation directed at improving
teaching and learning.
6. Avantages with The netfolio concept
• the students learn to discuss decisions and
relate contents
• the continuous improvement that it can offer
a student. A student does not see the work as
definitive but can steadily improve it over the
learning period.
7. Derrick and Davis (2006)
• …have argued that sometimes the feedback
process in online education needs to be more
explicit than in face-to-face education to have
similar educational effects. The netfolio seems
to be a useful tool in achieving this aim
because of the inclusion of peer and co-
assessment processes and their consequences
8. Shortcomings of regular e-portfolios
• Their format is most frequently based on the
individual creation of work.
• The collective value that other students may
bring to the work is not taken into account.
• It is not a complete work because it is not
submitted as a single large text but as pieces
of work that are very interesting but
unconnected to each other.
9. netfolio
• In short, the netfolio overcomes the limitation of working alone and
the restricted range of learning experiences that characterise
‘classic’ e-portfolios.
• For its part, a netfolio is basically a large mesh of different learning
outcomes driven by two assumptions:
• (1) It offers different interpretations of each piece of students’work
corresponding to a learning objective or a specific competence in
terms of professional skills put forward by diverse students.
• (2) it understands each student’s portfolio as a multi-text that
interweaves the different demonstrations of learning outcomes into
a larger text with a global and interrelated meaning. Thefirst
assumption refers to the communication between students that
validates or clarifies the demonstration of an agreed core of
competence.
10. technolegy
• Perspectives are shared by students through
specific forums. The first is located in a forum site
in each competence section, to which all students
have access; the other emerges in the student’s
personal forum, which can be accessed by the
other students.
• The final result of the contributions to the latter
forum is what should be reflected in the
introductory page (presentation section) of the
netfolio as cognitive changes induced by equals.
11. complete rubric of the course is
displayed in which three
types of qualitative assessments
appear in an automatic box:.
(1) Self-assessments of the
students themselves;
(2) assessments of other students in the e-
portfolio (mutual assessments);
(3) the teacher’s assessments
12. The students in the test were divided into two groups:
Group A “classical e-portfolio»
Group B “the netfolio system»
(1) questionnaires (2) analysis
of documentation and interactions posted on
The results obtained initially confirmthat the different portfolios—these include
both e-portfolio and netfolio are valid student dialogues and feedback from the
tools for learning assessment of university teacher and classmates.
students.
13. Findings
• Group B graded higher than Group A
• Greater number of revisions Group A reaches
an average of 0.6%, while Group B reaches
1.9%. Using the netfolio leads to more
revisions both by the students, of their own
work, and amongst students, and this in turn
leads to better final results.
• The greatest differences between the groups
can be detected in this section of interaction.
14. Conclusions
• feedback between peers should not be an accidental
practise, but an essential, integrated component of the
evaluation system
• The teacher does not provide more feedback in the
development of the netfolio than in the classical e-portfolio
but must bring together a more complex network of
interactions between the students and intervene when
necessary.
• “We expected greater satisfaction amongst the students
who used the netfolio in comparison with the oneswho
used the more traditional e-portfolio. This greater
satisfaction was expected as a result of the cohesion and
internal relations within the group itself; however, the
greater attention and load of electronic interactions is
evidence that it did not occur as expected”
15. MOOC
massive open online course
• Self-assessments
• Peer assessment
• Rubrics are often used in conjunction with
Self- and Peer-Assessment
16.
17. Daphne Koller
Co founder Coursera We ended up using is peer grading. It turns out
that previous studies show, like this one by
Saddler and Good, that peer grading is a
surprisingly effective strategy for providing
reproducible grades. It was tried only in small
classes, but there it showed, for example, that
these student-assigned grades on the y-axis are
actually very well correlated with the teacher-
assigned grade on the x-axis. What's even more
surprising is that self-grades, where the students
grade their own work critically -- so long as you
incentivize them properly so they can't give
themselves a perfect score -- are actually even
better correlated with the teacher grades.