This document discusses upgrading ePortfolios using Web 2.0 concepts for formative development. The author conducted design-based research using an open-source LMS platform incorporating ePortfolio features, social networking, and classroom group sites. A survey of 20 courses found that most students found the system easy to use and helpful for learning. Challenges included technical issues, navigation, and lack of engagement once outside the classroom. Students wanted clearer communication and opportunities to share work and get feedback to improve learning. Future research should expand participation and assess cognitive reflection and growth over time.
Assessment Tools for Online Courses and Programs (SUNYLA 2014)kstanwicks
Overview of rubrics that can be used to evaluate individual online courses and entire online education programs. A link to speaking notes from this presentation and an extensive bibliography of additional resources are provided in the final slides.
Dr. Diane Hamilton explores the relationship between media choices and teach experience in online courses. This presentation won best award at the CSI conference.
Assessment Tools for Online Courses and Programs (SUNYLA 2014)kstanwicks
Overview of rubrics that can be used to evaluate individual online courses and entire online education programs. A link to speaking notes from this presentation and an extensive bibliography of additional resources are provided in the final slides.
Dr. Diane Hamilton explores the relationship between media choices and teach experience in online courses. This presentation won best award at the CSI conference.
Student-initiated Use of Facebook for Academic Learning: A Case StudyCITE
SONG, Yang (Faculty of Education, The University of Hong Kong)
http://citers2013.cite.hku.hk/en/paper_607.htm
---------------------------
Author(s) bear(s) the responsibility in case of any infringement of the Intellectual Property Rights of third parties.
---------------------------
CITE was notified by the author(s) that if the presentation slides contain any personal particulars, records and personal data (as defined in the Personal Data (Privacy) Ordinance) such as names, email addresses, photos of students, etc, the author(s) have/has obtained the corresponding person's consent.
This presentation discusses the use of reflection within the e-classroom learning environment. Narration will be added to the presentation in the near future.
Online Learning In The Social Web: social media, web2.0, elearning, educationMichelle Pacansky-Brock
One in four college students took at least one online class is 2008. Are these online learning experiences consistent with the participatory, collaborative learning experiences college students engage in outside of their formal learning environments? How can web 2.0 tools be leveraged to bridge this pedagogical gap and make online learning dynamic, engaging, community-oriented and, overall, more successful?
“In what ways can a Web 2.0 themed VLE help enable students, from social and economically excluded backgrounds, to engage in collaborative learning experience? “
With the emphasis on promoting collaboration and knowledge sharing this study seeks to leverage effectively the Web 2.0 tools available to engage students within a social VLE
Collaborative Learning & Technology: Scaffolding for Group Work in Online Cou...Julia Parra
This virtual presentation provides the research supporting and the resources for a process of scaffolding both student use of technology and development of student skills for collaborative group work. This scaffolding process is being researched by the presenter with a focus on increasing student engagement, increasing student satisfaction, and supporting student success. By attending the presentation, the attendee will receive resources and strategies related to scaffolding student technology and collaborative group work skills.
This virtual presentation addresses the conference strand Blended and Online Teaching and Learning.
Student-initiated Use of Facebook for Academic Learning: A Case StudyCITE
SONG, Yang (Faculty of Education, The University of Hong Kong)
http://citers2013.cite.hku.hk/en/paper_607.htm
---------------------------
Author(s) bear(s) the responsibility in case of any infringement of the Intellectual Property Rights of third parties.
---------------------------
CITE was notified by the author(s) that if the presentation slides contain any personal particulars, records and personal data (as defined in the Personal Data (Privacy) Ordinance) such as names, email addresses, photos of students, etc, the author(s) have/has obtained the corresponding person's consent.
This presentation discusses the use of reflection within the e-classroom learning environment. Narration will be added to the presentation in the near future.
Online Learning In The Social Web: social media, web2.0, elearning, educationMichelle Pacansky-Brock
One in four college students took at least one online class is 2008. Are these online learning experiences consistent with the participatory, collaborative learning experiences college students engage in outside of their formal learning environments? How can web 2.0 tools be leveraged to bridge this pedagogical gap and make online learning dynamic, engaging, community-oriented and, overall, more successful?
“In what ways can a Web 2.0 themed VLE help enable students, from social and economically excluded backgrounds, to engage in collaborative learning experience? “
With the emphasis on promoting collaboration and knowledge sharing this study seeks to leverage effectively the Web 2.0 tools available to engage students within a social VLE
Collaborative Learning & Technology: Scaffolding for Group Work in Online Cou...Julia Parra
This virtual presentation provides the research supporting and the resources for a process of scaffolding both student use of technology and development of student skills for collaborative group work. This scaffolding process is being researched by the presenter with a focus on increasing student engagement, increasing student satisfaction, and supporting student success. By attending the presentation, the attendee will receive resources and strategies related to scaffolding student technology and collaborative group work skills.
This virtual presentation addresses the conference strand Blended and Online Teaching and Learning.
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Teaching and learning with Internet-supported technologies - Course syllabusJoan E. Hughes, Ph.D.
In the course participants will examine a myriad of ways the Internet may function within teaching and learning contexts through internet-supported technologies (e.g., web, apps etc.). The course will focus on these technologies’ capabilities for instructional use, learning, professional development, and research. The course will provide a set of foundational readings to situate your thinking in this educative space. Then you will lead your own experiences with a diverse array of Internet-based instructional and learning tools; it will also encourage you to consider these tools with a critical eye, always determining the advantages and disadvantages of using particular web-supported or web-based tools.
This course focuses on the role of Internet-based technologies within face-to-face or hybrid learning situations and mostly within PK-12 realms. For all uses we consider, we will use the following questions (as well as any you offer) to structure our analysis of Internet uses:
• What assumptions about the nature of knowledge and learning does this innovation make (either explicitly or implicitly)?
• What unique role does the technology play in facilitating learning?
• How is this innovation seen to fit with existing school curriculum (e.g., Is the innovation intended to supplement or supplant existing curriculum? Is it intended to enhance the learning of something already central to the curriculum or some new set of understandings or competencies?)
• What demands does the innovation place on the knowledge of teachers or other “users”? What knowledge supports does the innovation provide?
• How does the technology fit or interact with the social context of learning? (e.g., Are computers used by individuals or groups? Does the technology support collaboration or individual work? What sorts of interaction does the technology facilitate or hinder? Does it change or reify social systems?)
Course goals include:
• Understanding the historical context of uses of the Internet and Web for teaching and learning
• Experiencing what it is like to be an actor in the ‘participatory’ or ‘semantic’ or ‘connected’ culture of the Web
• Developing a critical framework for evaluating web uses in educational contexts
• Interpreting (i.e., reading, understanding, interpreting, adapting) educational research that focuses on teaching/learning with the Internet-supported technologies
This course is not about fully online or distance education topics. If you are interested in that topic, consider taking LT’s “Online Learning” course(s).
Open Educational Practices at Tallinn UniversityHans Põldoja
Presentation at the International workshop of the CURE project “Curriculum Reform for Promoting Democratic Principles and Civic Education in Israel and in Georgia, 22 August 2018, Tallinn University.
Holistic approaches to online collaborative learning design: Web 2.0 technolo...Julie Lindsay
When designing online learning consideration should be given to how a community can be built around subject content and objectives and how students will interact with the academic and with each other. The institutional learning management system affords a safe and reliable albeit often less than inspiring space for learning. New digital learning environments using the affordances of Web 2.0 technologies support connected and collaborative pedagogies. Holistic approaches with a focus on multimodal design extends learning into online spaces for improved engagement, provision for response choices (text, audio, video), online publishing and media creation while fostering new pedagogical approaches.
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9. Method
• Design Based Research
• Developed an LMS platform using Elgg incorporating
ePortfolio features, social networking functions, and
classroom group sites
• Developed for one instructors courses and used for over a
year as a pilot incorporating 20 different courses.
• Survey delivered to students to gauge perception:
• Mix of Likert scale and open ended responses
11. Survey Results
Ease of Use
I could not
navigate, find
information o
keep up with
what was
going on
I had an easy
time keeping
up and
navigating the
system
Group Pages (online
classroom page)
The
classroom
page was
confusing
I found the
classroom
page to be
helpful and
easy to use
12. Survey Results
I never used
the profile
and don't
understand
or care to use
the features
I found the
profiles to be
useful and
plan to use the
features in the
future
Profile Pages
I never
logged
into the
site
I logged in
frequently
Login and Use
13. Survey Results
The
layout for
the site
was ugly,
cluttered
and
confusing
The layout
for the site
felt
familiar,
pleasing,
and easy
to navigate
Layout
I did not and
will not use
a site such as
this to
communicat
e with
classmates
and share
my work
I used the site
and wish to
use the site
throughout
my school to
communicate
with students
and faculty to
share my
work and
reflections
Communication and Networking
14. Survey Results
• 72% would continue to use this service or a similar
one to maintain a profile and communicate with
classmates
• 27.6% Currently use an online service to showcase
their work: Blogger, Google+, Tumblr, Facebook and
Deviant Art
• 76% believed the online components to be helpful to
their learning or engagement in the course.
15. Survey Results
What issues did
students have?
• Technical
• Confusing process at first
• Layout led to troublesome
navigation
• Need clearer course
expectations
• Respected instructor
feedback and wanted
more
• Want mobile accessability
• General Internet
accessibility issues or
forgot to sign in after
leaving class.
16. Survey Results
What did students want to see added?
• Clearer “wall” component (Open Gallery)
• Instant Messaging
• Online tutoring, office hours, or posted
synchronous study sessions
• Video Tutorials (even though they were there)
17. Survey Results
Did the online component aid in learning
or engagement?
• Allowed for communication, sharing, and
critique
• Repository for course information, assignments,
and grades (organization)
• Seeing other’s work was inspirational and helped
with expectations.
20. Yavelfolio
Observations and benefits:
• Students interact across courses
• Feedback is directly linked to artifacts allowing users to
recall assessments
• Privacy features allow for custom sharing
• Separate from informal social networks (Facebook, etc.)
allowing for more academic discourse
• Classroom LMS and ePortfolios combined into one
system rather than using multiple platforms
21. Yavelfolio
Challenges:
• Language
• Engagement
• Students don’t want to do it once they leave the physical
classroom
• Needs to expand with more faculty involvement to allow
portfolios to evolve and networks to grow over time
• Open Source Environment
• SPAM
• Getting users to engage in the platform with the understanding
of the advantages of ePortfolios
• ePortfolios need to be integrated into the broader curriculum with
broader formative and cumulating in a summative review process.
22. Future Research and
Development
• Extend use to be inclusive or more faculty, broader subject
areas and longitudinal tracking
• Assess growth and depth of cognitive reflection
• Incorporate rubrics and other assessment strategies
• Interview the outliers or those who don’t participate in the
survey
• Multi-version editing
• Clean development for better integration and customization of
tools
• Allowing both private formative portfolio and publically
sharable summative portfolios
24. Works Cited
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Design and Implementation (pp. 25-38). Alexandria, VA: Association for Supervision and
Curriculum Development.
Anderson, T. (2004). Toward a theory of online learning. Theory and Practice of Online Learning
(2nd ed., pp. 33–60). Athabasca University. Retrieved from
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Barcoul-Burlinson, I. (2006). ePortfolio: constructing learning. In A. Jafari & Kaurman, C
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standards (3rd ed.). Thousand Oaks CA: Corwin Press.
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Francisco CA: Jossey-Bass.
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Cambridge, & K. Yancey (Eds.), Electronic Portfolios 2.0 (pp. 29-39). Sterling, VA: Stylus.
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.
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26. Image Credits
The University of Edinburgh College of Science
and Engineering. ePortfolio.
http://www.scieng.ed.ac.uk/LTStrategy/images/w
hat_is_portfolio.gif
Website Boston (2011). Web 2.0 Web Design
Most Used Techniques:
http://blog.websiteboston.com/wp-
content/uploads/2012/05/Web-2.0-Style-Web-
Design.jpg
Fabriziopgcap (2011, December 7). The context
of assessment and feedback (research for the
action larning set report)
http://fabriziopgcap.files.wordpress.com/2011/12/
stop-feedback.jpg
Tuttle, H. (2011, March 11). Students vote to
improve- Formative assessment. Education with
Technology Harry G. Tuttle. Retrieved from:
http://eduwithtechn.wordpress.com/2011/03/11/st
udents-vote-to-improve-formative-assessment/
Editor's Notes
Definition: Butler (2010) defines ePortfolios as “selective and structured collections of information gathered for specific purposes and showing evidencing one's accomplishments and growth which are stored digitally and managed by appropriate software developed by using appropriate multimedia and customarily within a web environment and retrieved from a website, or delivered by CD-ROM or by DVD.” (p. 112)
What is formative feedback? Discussion of the literature.
Summative v. Formative feedback
Model of E-Learning: Anderson, T. (2004). Toward a theory of online learning. Theory and Practice of Online Learning (2nd ed., pp. 33–60). Athabasca University. Retrieved from http://cde.athabascau.ca/online_book/ch2.html
Mahara – Open source Digication – Static has a commenting feature and user directory.Google – not the intended purpose, but a good work-around for those not looking to invest money into a portfolio. Can be social, but not linked to a broader social e-portfolio systemRcampus – Multiple portfolios and a blog or discussion thread. Comments not directly connected to artifacts. Contains grading rubrics for assessmentDesire2Learn – Good management system but integration with social networks such as facebook, twitter, google+, etc. downplays educational and true critical formative feedback from peers.LaGuardia Community College – Students are required to create and reflect in e-portfolios throughout their college term. Showcase gallery but no real social features. Static. Other colleges have similar portfolio features (University of Central Oklahoma “Pass-Port folios”, Oscar – buisness e-portfolio management with some discussion boards. Requires a sales rep to demonstrate the system.Maps – takes formative feedback to a new level with their “red pen tool” for direct editing on documents.Foliotekinc. – managed assessment portfolios. No direct social peer-to-peer interactionsFolio Spaces – clunky and powered by Mahara. Free to join and there is a group feature to share portfolios and topics.ePortfolio.org – Showcase portfoliosPebblePad – Flash. Paid portfolio management. Confusing but social abilities.Others? – Most major LMS such as Blackboard do not have an integrated e-portfolio or social component.
The ePortfolio model creates a bubble where the creator is left to their own devices to reflect and grow. Online learning takes advantage of peer-to-peer and teacher-to-student communications to provide critical and formative feedback on content in process to encourage growth.
Positive…There were only a handful of students in the class that seemed dedicated to the assignments, so I often found myself weeding through a lot of sloppy, half assed posts, and by the time you got through it all you realized that the peoples work you were hoping to see hadn't posted anything yet. I would liked to have seen at least one comment from the instructor on every piece that I posted on the site.It's great as it is. I was very impressed with this website, and I wish more professors would put something like this site together for their students. It made turning in work, and communicating with other classmates so much easier.Beef up the chat aspect of it, and set times for students to get up on the site and discuss the assignments they are currently working on so students could trouble shoot with each other and give helpful suggestions. This was the first time I ever had an interactive social website involved in one of my classes. Thought it was awesome and aside from uploading files was pretty easy to use. Will learn from my mistakes in future classes, seems like these type of websites are here to stay. I spend a lot of time online, and for my course work to be online-based is an extreme convenience for me. It was efficient in giving and receiving feedback, and I’ve been meaning to start an online portfolio anyway.Negative:Being placed into a situation where I don't feel like I'm communicating with peers is not a productive environment in which for me to further my learning and growth. If there was a section where I could have just received questions from just you versus having to go to the site and search for your questions...a One on One forum, then I would have gladly entertained the idea of the website. And because it was online,that turned me off. I don't do much if any of my work online, and tend not to have the computer open when I'm studying. Researching for papers and typing papers is what I use my computer for. Even then, I'll print out my resources, rather than view them on my computer. I don't like online chat rooms because I'm often misunderstood and it does not communicate accurately what my intent is. Case and point (see blog)Ironic next response - (Because I use the computer often and since I use it for work and play, it works out.)I never got any feedback from classmates so I felt like I was talking to a wall. Also I kept forgetting to log in and check things.
Results positively skewed as the students who were engaged in the online environment completed the survey, those that never signed in or neglected the online environment didn’t participate in the survey (with the exception of a few)