go big or go home the challenge of u sing eportfolios for a fully online class with 300 students
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Kevin Kelly , Ed.D . Director, Wiley Learning Institute; Lecturer, San Francisco State University

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Go BIG or Go Home: The challenge of u sing ePortfolios for a fully online class with 300 students. Kevin Kelly , Ed.D . Director, Wiley Learning Institute; Lecturer, San Francisco State University. Ambitious agenda!. Quick background probe Quick description of the class

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go big or go home the challenge of u sing eportfolios for a fully online class with 300 students

Go BIG or Go Home: The challenge of using ePortfolios for a fully online class with 300 students

Kevin Kelly, Ed.D.

Director, Wiley Learning Institute;

Lecturer, San Francisco State University

ambitious agenda
Ambitious agenda!
  • Quick background probe
  • Quick description of the class
  • From Hypothesis to Synthesis
    • Metacognition, Reflection, Motivation, Community, and Assessment

@KevinKelly0 #2014CHEP

who are you
WHO are you?

What is/are your role(s)?

  • Faculty
  • Faculty Development
  • Chair
  • Dean
  • Academic Technology
  • Institutional Research
  • Student Affairs/Services
  • Other _____________

Who is leading the ePortfolio project(s) on your campus?

  • I am
  • A faculty committee
  • A student organization
  • Individual faculty are doing it independently in classes
  • Programs/departments
  • A technology unit
  • A campus administrator

@KevinKelly0 #2014CHEP

putting this workshop in context
Putting this workshop in context

Where are you in your implementation?

  • Not started yet
  • Pilot
  • A growing initiative
  • A funded project
  • We’ve fully implemented ePortfolios

Scope of current/planned ePortfolio implementation

  • Class
  • Program/department
  • College
  • Campus
  • Multi-campus transfer program
  • District/System/Consortium

@KevinKelly0 #2014CHEP

sharing our goals
Sharing our goals
  • What do you want to get out of this workshop?

Creative Commons Attribution:


@KevinKelly0 #2014CHEP

prologue background info
Prologue: Background info

ITEC 299 - How 2 Lrn w ur iPod

  • Diverse student population
    • Incoming 1st years through graduating seniors
    • Wide range of degree goals and goals for class
    • Multiple languages spoken asfirst language

Source: xboxlive.com

@KevinKelly0 #2014CHEP

prologue background info1
Prologue: Background info

ITEC 299 - How 2 Lrn w ur iPod

  • About the class
    • Enrollment: 200-300 students
    • GE: Life-long Learning & Self-Development
    • Delivery Method: Fully online (using Moodle)
    • Strategy: Turned class into a learning game
    • Goal: Improve learning by using multiple technologies and learning strategies

@KevinKelly0 #2014CHEP


@KevinKelly0 #2014CHEP

thought prompt
Thought prompt

Which of the following are explicit goals for using ePortfolios with your students?

  • Metacognition
  • Reflection
  • Motivation
  • Community
  • Assessment
  • Other ____________

@KevinKelly0 #2014CHEP

metacognition in the class
Metacognition in the class
  • Students complete multiple Metacognition Quests at the beginning to learn about learning
  • Technology Quests and Synthesis Quest contain activities designed for students to try metacognitive strategies

@KevinKelly0 #2014CHEP

metacognition via eporfolios
Metacognition via ePorfolios
  • ePortfolios facilitate documentation of:
    • Learning goals (instructor assigned, self assigned)
    • Achievement of learning goals
    • How learning has improved (or not)
    • Why student feels a specific technology or learning strategy did or did not work as planned

@KevinKelly0 #2014CHEP

metacognition example
Metacognition example

@KevinKelly0 #2014CHEP

metacognition your ideas
Metacognition – Your ideas!
  • Examine past work to know where to go in the future
  • Use critical incidents (see Brookfield)
  • Share workforce readiness
  • Demonstrate scholastic abilities for scholarships, etc.

@KevinKelly0 #2014CHEP

reflection in the class
Reflection in the class
  • Students complete multiple reflective assignments throughout the semester
    • Contemplate prior learning experiences
    • Evaluate effectiveness of learning strategies for them, specifically
    • Synthesize class experience
    • Project future applications of class concepts
  • Students unfamiliar with reflection can review model reflective writing

@KevinKelly0 #2014CHEP

reflection via eportfolios
Reflection via ePortfolios
  • ePortfolios facilitate posting reflection assignments
    • Written work
    • Student presentations (e.g., Voicethread)
    • Small group projects
    • Text to video (e.g., Xtranormal)

Source: flickr.com - CC BY laffy4k

@KevinKelly0 #2014CHEP

reflection example
Reflection example


@KevinKelly0 #2014CHEP

reflection your ideas
Reflection – Your ideas!
  • Reflector Mirror exercise (grps of 3 or 4) – Mirrors comment on blog posts – builds community
  • Debate – like Reddit change my view
  • Nursing – groups of 4 or 5 – reflect on Nursing experiences and how they can meet Bac essentials (how will they get there)

@KevinKelly0 #2014CHEP

motivation in the class
Motivation in the class

Principles to increase motivation:

Universal Design for Learning (UDL)

  • Provide self-assessment opps
  • Provide choice
  • Make sure goals are relevant
  • Use authentic assessment
  • Provide diff. levels of challenge
  • Foster collaboration


Source: cast.org

Source: bunchball.com

@KevinKelly0 #2014CHEP

motivation via eportfolios
Motivation via ePortfolios
  • ePortfolios facilitate:
    • UDL
      • Attempting different levels of challenge
      • Providing choice
    • Gamification
      • Giving recognition - Badges
      • Displaying altruism – Helping fellow students

@KevinKelly0 #2014CHEP

motivation example
Motivation example
  • Providing assessment choices and levels
    • Provide alternative questions
    • Provide different assignments
    • Let students submit in different formats
    • Use two or three of these strategies together

@KevinKelly0 #2014CHEP

motivation your ideas
Motivation – Your ideas!
  • Grading peer assessment
  • Recognition – work is seen by others
  • Involve students in an alternative assignment
    • Digital Story

@KevinKelly0 #2014CHEP

community in the class
Community in the class

While students have individual learning goals, we need to engage them collectively as a community of learners

Example responses to comment:

  • First off, congrats on graduating this summer! I am so very jealous! It\'s awesome how you want to teach the public the knowledge you plan on gaining [from] this course. …
  • Congratulations on graduating this summer, I am also graduating!... I think this class will definitely help you with the type of job you have now.
  • So jealous that you are graduating =(  One more year for me... I hope that by taking this class, we are both able to learn more about technology. 

@KevinKelly0 #2014CHEP

community via eportfolios
Community via ePortfolios
  • ePortfolios facilitate:
    • Peer reactions
    • Sharing new knowledge related to class concepts
    • Creating discipline-specific galleries
    • Sharing exemplary work

@KevinKelly0 #2014CHEP

community example
Community example
  • Pathbrite gallery

@KevinKelly0 #2014CHEP

community your ideas
Community – Your ideas!
  • Encouragement to accomplish and continue education
  • Incorporate face-to-face (smaller group)
    • Alternatives via skype or video conference

@KevinKelly0 #2014CHEP

assessment in the class
Assessment in the class
  • Class uses the Point Accrual System
    • 3000 possible points; 1500 points required for A+
  • Most Quests have 3 levels of challenge
    • More possible points for more difficult activities
    • Lower level activities assessed in Moodle LMS (quizzes, forums)
    • Higher level activities assessed in PathbriteePortfolio
  • Universal Design for Learning: Offer multiple pathways for students to show what they know

@KevinKelly0 #2014CHEP

assessment via eportfolios
Assessment via ePortfolios
  • ePortfolios to document:
    • Self-assessment
    • Peer review
    • Instructor feedback (rubric)

@KevinKelly0 #2014CHEP

assessment examples
Assessment examples
  • Rubric commentscan be sharedin addition toautomated systems

@KevinKelly0 #2014CHEP

assessment your ideas
Assessment – Your ideas!
  • Capstone courses
    • Summing up, reflective, metacognition

@KevinKelly0 #2014CHEP













& grades

require attention

to purpose



& rubrics






use game





a priority

@KevinKelly0 #2014CHEP

epilogue follow up info
Epilogue: Follow-up info
  • Email: kkelly.sfsu@gmail.com
  • Twitter: @KevinKelly0
  • Use this prezo: Creative Commons BY-NC-SA
  • Sample ePortfolio from this prezo:http://pathbrite.com/how2lrnwuripod

@KevinKelly0 #2014CHEP