Kevin Kelly , Ed.D . Director, Wiley Learning Institute; Lecturer, San Francisco State University

1. 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

2. Ambitious agenda! • Quick background probe • Quick description of the class • From Hypothesis to Synthesis • Metacognition, Reflection, Motivation, Community, and Assessment @KevinKelly0 #2014CHEP

3. 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

4. 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

5. Sharing our goals • What do you want to get out of this workshop? Creative Commons Attribution: billsoPHOTO @KevinKelly0 #2014CHEP

6. 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

7. 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

8. Hypothesis @KevinKelly0 #2014CHEP

9. Thought prompt Which of the following are explicit goals for using ePortfolios with your students? • Metacognition • Reflection • Motivation • Community • Assessment • Other ____________ @KevinKelly0 #2014CHEP

10. 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

11. 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

12. Metacognition example @KevinKelly0 #2014CHEP

13. 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

14. 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

15. 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

16. Reflection example https://www.youtube.com/watch?v=iADswdl78m4 @KevinKelly0 #2014CHEP

17. 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

18. 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 Gamification Source: cast.org Source: bunchball.com @KevinKelly0 #2014CHEP

19. Motivation via ePortfolios • ePortfolios facilitate: • UDL • Attempting different levels of challenge • Providing choice • Gamification • Giving recognition - Badges • Displaying altruism – Helping fellow students @KevinKelly0 #2014CHEP

20. 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

21. Motivation – Your ideas! • Grading peer assessment • Recognition – work is seen by others • Involve students in an alternative assignment • Digital Story @KevinKelly0 #2014CHEP

22. 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

23. Community via ePortfolios • ePortfolios facilitate: • Peer reactions • Sharing new knowledge related to class concepts • Creating discipline-specific galleries • Sharing exemplary work @KevinKelly0 #2014CHEP

24. Community example • Pathbrite gallery @KevinKelly0 #2014CHEP

25. Community – Your ideas! • Encouragement to accomplish and continue education • Incorporate face-to-face (smaller group) • Alternatives via skype or video conference @KevinKelly0 #2014CHEP

26. 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

27. Assessment via ePortfolios • ePortfolios to document: • Self-assessment • Peer review • Instructor feedback (rubric) @KevinKelly0 #2014CHEP

28. Assessment examples • Rubric commentscan be sharedin addition toautomated systems @KevinKelly0 #2014CHEP

29. Assessment – Your ideas! • Capstone courses • Summing up, reflective, metacognition @KevinKelly0 #2014CHEP

30. Synthesis foster learning improvement elevate self evaluation cultivate critical thinking provide guidelines & grades require attention to purpose provide feedback & rubrics reward peer review share encouragement&exemplars use game & UDL elements make collaboration a priority @KevinKelly0 #2014CHEP

31. 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