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