Documente Academic
Documente Profesional
Documente Cultură
E-Portfolio Workshop
Rachel M. Boutet-Font
Julie Ellis
Kristina Miller
Jessica Rosario
10,
August 10, 2013
Table of Contents
Section 1
Analysis
Introduction
Needs Assessment
Instructional Goal
Goal/Task Analysis
Learner Analysis
Experience
Attitudes
10
Context Analysis
11
Section 2
12
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Design
Performance Objectives
13
Assessment Instruments
17
Assessment Plan
17
Assessment Plan
17
Entry Skills Assessment
Pretests
18
Practice Tests
18
Posttests
18
Design Evaluation Chart
Instructional Strategy
17
19
26
Pre-Instructional Activities
26
Describe Objectives
FollowFollow-Through Activities
Memory Aids for Retention
Transfer
26
27
27
27
27
27
27
28
Section 3
36
37
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Development
Section 4
Implementation, Evaluation and Revision
Implementation Report
42
43
Purpose of Implementation 43
Implementation
43
Selection of Students
43
Electronic Delivery
44
Response Rate
44
45
45
Instruction/Workshop
Formative Evaluation and Revision Report: Instruction/Workshop
Components
46
46
46
47
Appendix A
Goal Analysis
49
51
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Appendixes
47
Appendix B
Appendix C
Appendix D
Links
58
Appendix E
Rubric
60
Appendix F
Appendix
Appendix G
Bingo Sheet
Appendix H
Appendix I
E-Portfolio Checklist
Appendix J
52
57
62
63
66
68
69
References 70
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Analysis
Section 1:
. Introduction
The LDT online masters program at Purdue University requires its students to create an eportfolio containing projects and assignments aligned with a set of pre-defined LDT
competencies. This e-portfolio should demonstrate mastery of the knowledge acquired
in the program, establishing the validity of the degree and prove that the student is a
worthy candidate for graduation.
This one-hour workshop will provide the necessary practice needed to develop key
components of an e-portfolio that will appropriately feature academic and practical
experience, while fulfilling the programs requirements.
The faculty has identified the one-hour online workshop format as the most appropriate,
due to surveys indicating online students schedules are already so strained that more
lengthy instruction could not be justified.
that they have completed appropriate assignments that could serve as the artifacts.
The committee has concluded that the performance problem stems not from a lack
of mastery of the actual competencies or nonsufficient artifacts, but rather from a
lack of knowledge and skills needed to design and publish an effective e-portfolio
that will appropriately display such competencies.
b. Needs Assessment:
The same committee was tasked with identifying the actual gap in performance and
specifically, common disparities between well-executed e-portfolios and those being
turned in. They have concluded that the desired status is for at least 85% of the
students turning in e-portfolios for the first time to fulfill at least 90% of the
requirements, as graded by a rubric, making the e-portfolio acceptable for the
purposes of the program as well as to constitute an effective job searching tool. This
would allow the faculty to spend the prescribed amount of time with those who need
additional guidance with this task.
Currently, only 60% of the students turning in their portfolios for the first time are
satisfying the requirements at a minimum of 90%. The existing performance gap,
coupled with the performance analysis indicates that instruction is needed, so that
students may develop the skills necessary to effectively develop satisfactory eportfolios. The instruction will aim to increase the percentage of first-attempt eportfolios that are adequate, by 25%.
c. Instructional Goal:
LDT students will create key components an e-portfolio that meet the programs
. Goal/Task Analysis
See Appendix A
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expectations for instruction. For the most part, they have positive attitudes
toward the program in general, and expect this workshop to be of similar quality.
In regards to the delivery system, in the case of online students, they expect the
instruction to be delivered online, and are grateful that such important content
can be delivered in only an hour, since for the most part, they lack time due to
family and work commitments. In the case of the face-to-face degree students,
they welcome the change in mode of presentation, but show a little
apprehension toward not having a live instructor to synchronously ask questions.
This are all issues with implications on the learning preferences of the students.
Also, prior feedback by online students indicates that most of the online
instructions has been very similar in format, and they crave some variety.
CONTEXT ANALYSIS
Although the goal was predetermined by the LDT department, it is important to
note that it was through a needs assessment analysis that the opportunity to
improve performance through a one-hour online workshop was identified. As
such, the project has full support of the department leadership and faculty, and
proves relevant not just to the target group (students), as established above, but
also to the faculty who will be making more efficient use of their timean issue
that also concerns the departments leadership.
The online delivery allows full-participation for not just onsite but online students
as well, although the lack of a live instructor or asynchronous student feedback
(since it is only an hour class), present some social challenges that need to be
addressed.
Computers, as well as an adequate internet connection, comprise the main
tools to be used in this context. In this regard, students are already expected to
provide these tools for themselves, making the learning context compatible with
instructional requirements. In addition, the Purdue LMS infrastructure provides
an adequate setting through which the instruction will be accessed, managed,
and supported, establishing adaptability of the delivery approach.
Because the instruction will take place online, and the work environment for the
task of completing an e-portfolio is also virtual, the learning context is not only
highly adaptable, but rather it provides the actual conditions in which the
knowledge will be applied.
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The main constraint that will affect instructional design and delivery is the time
component, since it must be delivered as a one-hour workshop. These
constraints are closely related to the social challenges of the delivery approach,
which must be creatively tackled.
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Design
Section 2:
. Performance Objectives
Table 1
Main Instructional Goal
Terminal Objective
Subordinate Skills
Subordinate Objectivep
Once the competency has been selected (CN), the students will
mark their selection (B) on the List of Competencies for LDT
Online Masters Program document (CR).
Given artifacts that have been completed and graded by the LD&T
professors (CN), identify the artifact (B) that best demonstrates
mastery of the chosen competency in order to display in the
ePortfolio.
Subordinate Skills
Subordinate Objective
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2.2.1 Recognize characteristics in Given the Bingo Sheet reference provided to students in
artifacts that align them with
EDCI660B (CN), recognize characteristics of assignments (B) that
specific competencies
align them with specific requirements of the competencies (CR).
The student will highlight components of the artifacts that
demonstrate mastery of the chosen competency.
2.2.2 Classify artifacts by the
competencies they illustrate
Using the artifacts that the student has gathered (CN), the student
will classify the artifacts (B) according to the competencies that
they align with (CR).
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ePortfolio (pre-instructional
activity)
Subordinate Skills
Subordinate Objective
Subordinate Skills
Subordinate Objective
Given the criteria handout (CN), the student will critique (B) the
reflection present to ensure the artifacts articulate the growth,
success, and accomplishments and include short and long term
goal setting for continued learning (CR). The learner must exhibit
the ability to effectively critique work and provide suggestions for
constructive concrete alternatives.
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7.5 Route links appropriately for Reviewing the portfolio (CN), students will be linking, labeling, and
intuitive navigation
organizing of artifacts (B), and related pages in different sections of
the website, still connect to the Home Page (CR).
7.6 Display consistent
typography
Having developed the content and web shell of the ePortfolio, and
utilizing the rubric as a checklist (CN), evaluate whether or not it
satisfies all of the required components (B) as per the e-portfolio
rubric provided (CR). Discussions should take place and feedback
provided by the learner to peer.
Subordinate Skills
Subordinate Objective
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. Assessment Instruments
ASSESMENT PLAN
a. Entry Skills Assessment
Most of the entry skills specified in the subordinate and entry skill analysis do not
require a formal assessment tool. These entry skills include:
The decision to forgo requirement of a formal assessment tool for the above
entry skills is based on the fact that the learner population is comprised of
graduate students in advanced stages of formal education at an elite institution.
It is assumed that in order to attain the current level of education, the above skills
have been mastered at a high degree of proficiency. The indicator for mastery of
the above skills is thus their current educational status.
In addition, the following skills have also been identified in prior analysis and also
do not warrant formal assessment:
Recognize constitutes an artifact.
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The justification for omission of formal assessment in the case of these skills,
however, is specifically tied to the program of study of the learner population.
The workshop is restricted to graduate students in advanced stages of the LDT
masters program, who through prior coursework have been exposed to the
concepts and descriptions of the programs competencies and artifacts. Prior
satisfactory completion of EDCI 660-B will serve as an indicator of mastery of
these skills.
It has been determined that only one entry skill requires formal assessment:
The need for formal assessment is two-fold. On one hand, because success of
the instruction hinges on the use of the chosen web shell, this assessment will
help determine which students will need to complete a pre-instructional tutorial
to ensure potential learning success. On the other hand, it will prevent
unnecessary instruction to those who have already mastered this skill. The
assessment tool will consist of a self-report online survey. For those who report
not having this entry skill, recorded completion of an online pre-instructional
tutorial on the use of WordPress, will serve as indicator of mastery.
b. Pretests:
Pretests will not be utilized for this workshop because all of the defined
objectives have been specifically established based on a thorough performance
analysis and needs assessment. The objectives represent the most common
knowledge gaps that must be addressed. As such, the department leadership has
issued a mandate that all graduate students must complete the workshop prior
to submitting their e-portfolio. For this reason, a pretest would not provide any
added efficiency, and thus taking time during a one-hour workshop to administer
it cannot be justified.
c. Practice Tests:
After each step is completed, practice test items will be administered, and will
include questions to ensure that skills have been achieved, as per the rubric.
Practice tests will also include creation of the different components of the
ePortfolio as well as peer review activities.
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d. Posttests:
The posttest will consist on the creation and publication of the key components
of an ePortfolio that meets the programs requirement as measured by a rubric,
for 1 competency.
Terminal Objective
Assessment
Assessment
Subordinate Skills
Subordinate Objective
Assessment
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Assessment
Subordinate Skills
Subordinate Objective
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Assessment
Assessment
3. Develop a narrative to be
included with each competency
Assessment
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Assessment
Assessment
Within the web shell, correctly
populate the following:
-menu titles to reflect titles
designated on outline
-the description and narrative
for competency so that they
can be accessed from the menu
item designated on the outline
-the artifacts so that they can
be accessed from the correct
competency link
Subordinate Skills
Subordinate Objective
Assessment
Assessment
(a) What evidence have you
provided that satisfies the
requirements of the
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menu.
portfolio?
(b) What does the portfolio
as a whole reveal about your
learning?
(c) What is a feature of this
portfolio you particularly
like?
Subordinate Skills
Subordinate Objective
Assessment
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capabilities
(b) Using the rubric, evaluate if
the organization and
presentation of the portfolio
are met
7.4 User knowledge of the
copyright criteria
Assessment
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Subordinate Objective
Assessment
Assessment
9. Publish e-portfolio
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. Instructional Strategy
PREINSTRUCTIONAL ACTIVITIES
a. Gain Attention and Motivate Learners
At the beginning of the workshop, a short video will be shown, in which two
students discuss their experience with creating their portfolio. One student will
mention that because of his prior expertise with WordPress, he thought the
ePortfolio would be a very simple task but it turned out that his first draft got
rejected by the faculty member who reviewed it. Another student in the video will
mention what a crucial role her ePortfolio played in securing her current position
as an instructional designer. Finally, a faculty member will mention that a large
percentage of the ePortfolios that he reviews are initially unsatisfactory, and that
the material to be covered by the workshop specifically addresses the most
common mistakes.
In order to not only gain but maintain the attention of the learners, two
contrasting examples of ePortfolios will be briefly shown. One will be a wellexecuted portfolio and one, an unsatisfactory ePortfolio. These examples will be
referenced throughout the workshop, as the learners progress through the
instruction.
b. Describe Objectives:
The instructor will explicitly state that given several completed artifacts from the
LD&T program, students will create key components of an ePortfolio that meet
the LD&T program's requirements for 1 of the 8 predefined competencies. The
programs requirements will be specified in a rubric. The instructor will proceed to
provide a quick explanation of the components of the ePortfolio to be completed
during the workshop and briefly mention all of the steps to be covered in the
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workshop. In addition, at the beginning of each step, the objective for that step
will be mentioned.
c. Describe and Promote Recall of Prerequisite Skills
At the time of enrollment (which is done online), there will be a prompt indicating
the requirement to either possess working knowledge of either WordPress or Wix,
or to complete a tutorial on WordPress. In order to complete enrollment, learner
will be surveyed to determine proficiency in at least one of these tools. If no (selfreported) proficiency exists, then the learner will be prompted to complete the
tutorial prior to finalizing enrollment.
Then, at the beginning of the workshop, there will be a few practice items to
practice/recall basic functions in the chosen web tool.
FOLLOW-THROUGH ACTIVITIES
a. Memory Aids for Retention
An infographic will depict the most common mistakes made on ePortfolios (which
will be directly related to each performance objective. In addition, the document
List of Competencies for LDT Online Masters Program will be provided, as well
as the programs Bingo Sheet, which provides sample artifacts that may satisfy
each competency.
b. Transfer
In order to support transfer, an online peer-review online community will be
established. Students will be able to submit their workshop ePortfolios for peer
review, as well as their real completed ePortfolios after the workshop. Students
will also be able to peer review others portfolios via asynchronous comments.
c. Student Groupings and Media Selections
Students will work online, synchronously, mainly individually, except for when
paired to review others ePortfolio components. In regards to media, instruction
will be web-based and will include video, synchronous discussion and text.
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Objectives (step 1)
1. Given the document List of Competencies for LDT Online Masters Program the students will
select, from the list, one competency to be included in a practice e-portfolio.
1.1Given the document List of Competencies for LDT Online Masters Program the
students will identify the eight competencies for which they have to demonstrate
mastery in a competency e-portfolio.
1.2 Having identified the competencies the students will identify the skill required by
each competency.
1.3 Based on personal preference, the students will determine which two competencies
to select from the list.
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Each student will be working independently, and will access the workshop from a computer,
through the internet.
Objectives (step 2)
2. Given a list of artifacts that have been completed and graded by the LDT professors, the
students will identify the two artifacts that best demonstrate mastery of the chosen
competencies.
2.1. Given a list of program assignments, identify artifacts that have been completed.
Artifacts should have feedback from professors as well as a final grade to be eligible for
inclusion.
2.2. Given the Bingo Sheet reference provided to all students in EDCI660B, identify
relevant assignments that apply to the chosen competency. The student should evaluate
the available artifacts for the best demonstration of the mastery of the competency. The
artifacts that best demonstrate mastery will be selected for possible inclusion to the eportfolio.
2.2.1. Given the Bingo Sheet reference provided to all students in EDCI660B,
identify portions of assignments that align with specific requirements of the
competencies. The student will highlight components of the artifacts that
demonstrate mastery of the chosen competency.
2.2.2. Using the artifacts that the student has gathered, the student will develop
an outline that classifies the artifacts according to the competencies that they
align with.
2.2.3. Following evaluation of the artifacts, the student will eliminate any artifacts
that do not clearly and succinctly demonstrate mastery of the chosen
competency.
2.3 Using the artifacts that have been chosen as exemplary examples of mastery of the
competency, the student will decide which artifact to include in the e-portfolio. The
student will compare the artifacts based on quality, relevance, and personal preference.
given competency. Continuation of the PowerPoint presentation will highlight why the artifact
should be chosen to include in the ePortfolio.
Examples:
One example of an already paired competency with its best-suited artifact, accompanied by an
explanation of how that artifact represents the skills contained in the competency, will be
provided.
Student Grouping and Media Selection:
Each student will be working independently, and will access the workshop from a computer,
through the internet.
A series of questions will help students self-assess the accuracy of their performance, and will
also work as practice assessment. After the workshop is completed, the student will be evaluated
using the criteria establish on a rubric. Feedback on performance will be sent by e-mail, with a
certificate of completion.
Student Grouping and Media Selection:
Each student will be working independently, and will access the workshop from a computer,
through the internet.
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Objective (step 5)
5. Create an outline to define structure within the chosen shell.
Content Presentation
Content:
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As an entry skill, students will be required to have watched an existing 28-minute tutorial on
WordPress prior to starting the workshop. The tutorial will cover all basic features, covering all
necessary components needed to create and populate the WordPress site.
Examples:
Students will have been directed to watch the tutorial found at
http://www.youtube.com/watch?v=MbXo4fRul80, but will be encouraged to watch additional
tutorials if necessary, prior to the commencement of the workshop.
Student groping and media selection:
During content presentation, students will work individually, online.
Student Participation
Practice Items and Activities:
Create a WordPress site
Publish text to a desired location on the sample WordPress site
Upload a document to a desired location on a sample WordPress site
Publish sample site
.1
.2
.3
.4
Feedback:
Test all links, location of content and documents in sample site. A sample infographic will be
provided answering common questions and addressing common mistakes.
Students will be assigned to test the navigation of fellow students sites, pointing out in a
provided checklist any difficulties encountered in navigation or non-working links/content.
Content Presentation
Content:
Each component of the requirements for the ePortfolio will be presented in the
presentation to the students via a rubric. Each section of the rubric will be explained to
the learners prior to evaluation, so that the learner can easily meet the guidelines to
identify and state the purpose of their portfolio
Examples:
Show sample exemplary ePortfolios of former students in the program.
Student Grouping and Media Selection:
Students will work solo to review portfolio guidelines and then compare it to others by
means of synchronous discussion. They will view a Prezi presentation covering the
requirements and presenting screenshots of previous student ePortfolios. In partners,
using private chat and as a whole group, the students will be able discuss and evaluate
the portfolios.
Student Participation
Practice Items and Activities:
Use the rubric, as a checklist to evaluate ePortfolios to provide specific feedback on
content and design.
Activity 1: Students will review the requirements and criteria for the ePortfolio
explaining how they have satisfied the requirements. They will have a private chat with
a partner online and review and discuss their product with the class via a synchronous
screen and provide feedback.
Activity 2: Find similarities and differences in selection of content and design as
compared to the rubric; highlight similarities and type up the differences to share with
the group to see if modifications are necessary.
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Activity 3: Proofread and edit with screen shots, and then the learner will run through
their partners and their own ePortfolio by way of a screenshare.
Activity 4: Students review the entire ePortfolio and provide feedback to their partner
about the specific topics on the rubric for content and design-evaluating the operational
functions (navigation, links, etc.), the appearance, evidence, and reflection piece.
Feedback:
Discuss definitions, purpose, and criteria as listed in the rubric as a whole, online in a
synchronous setting, highlighting how the ePortfolio should be designed and ensuring
the content and requirements of the LDT Program are satisfied prior to publishing.
Discuss the process used and any questions or concerns that remain.
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Development
Section 3:
Approx.
Time
3 Min.
Materials
Script:
Although you were asked upon enrollment, this survey
ensures your readiness for this workshop.
Description Although you were asked upon enrollment,
this survey ensures your readiness for this workshop.
Instructions There is no right or wrong answer, so please
answer honestly so that you may get the most out of this
class.
Force Completion Once started, this survey must be
completed in one sitting. Do not leave the survey before
clicking Save and Submit.
Pre Instructional:
WordPress Tutorial (if
needed)
6:25
Min.
Script:
If your answers in the initial survey indicate you should
view the WordPress tutorial, or if you would like a quick
refresher, please view video at this time.
Link to WordPress Tutorial: See Appendix D
Introductory Video
1:20
Min.
Script:
You may be wondering if you really need this
workshop. Watch this video to find out why you do!
Link to Introductory Video: See Appendix D
4 Min.
Script:
Once you've completed these activities, you are ready to
proceed! Please read the content area "about this
workshop" and complete the activities found there.
Please review the rubric attached and use it to evaluate
the sample portfolios and as a reference as you create and
develop your own e-portfolio.
Rubric: See Appendix E
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1 Min.
Script:
As you should know by now, the ePortfolio required by the
program involves demonstrating proficiency in 8
competencies, to be demonstrated through artifacts (or
assignments) that have been completed throughout your
studies.
This workshop is meant to provide practice for the basic
skills needed to later create your ePortfolio, as prescribed
by the LDT program. To do so, you will be creating key
components of an ePortfolio that meet the program's
requirements. However, instead of including all 8
competencies, you will be choosing one, and matching
artifacts to be provided in the workshop instead of your
own.
Workshop Objectives
Presentation
2:30
Min.
Script:
View this presentation to explore the workshop objectives.
Link to Workshop Objectives Presentation: See
Appendix D
1:15
Min.
Script:
In this lesson, you will be completing steps 1 and 2 of
sample ePortfolio:
STEP 1: Select one competency from the eight pre-defined
LDT competencies.
STEP 2: Select the most appropriate artifact to be matched
with the chosen competency.
These steps require several sub steps. Please view the video
below for a summary. Feel free to pause the video at any
point, if necessary.
Link to Steps 1 and 2 Summary Video: See Appendix D
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6Min.
Script:
Attached is a document containing the list of
competencies. Using this list you will:
a) Identify skills required by each competency (found
below each competency)
b) Select one competency to use for this workshop. We
suggest one of the following, based on the artifacts to be
provided: 1, 2, 4 or 8
c) Go ahead and mark your selection on your reference
sheet or make a note of it.
List of Competencies for LDT Online Masters
Program: See Appendix F
Step 2:
Selecting the Artifact
10 Min.
Script:
For this step, you will:
a) Identify pre-selected artifacts (found in the "resources"
area of the workshop).
b) Evaluate artifacts by using skill descriptions under each
competency, on the Bingo Card.
c) Choose which artifact you will be using for your selected
competency
Now, let's practice. Complete the matching exercise
below. After that, please submit your selection by
completing the discussion item found below the matching
exercise.
Bingo Sheet: See Appendix G
Step 2 Exercise:
Matching Artifacts to
Competencies
5 Min.
Script:
In this matching exercise, you will have a chance to
demonstrate your understanding of the skills required by
each competency.
Matching Artifacts and Competencies Document and
Key: See Appendix H
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Lesson B:
Step 3. Develop a Narrative
5Min.
Script:
In this lesson, you will be completing step 3 of the sample
ePortfolio:
STEP 3: Develop narrative to be included with the
competency. The video below provides the main
guidelines for your narrative
Link to Step 3 Summary Video: See Appendix D
Link to Example Portfolio: See Appendix D
5 Min.
1 Min.
5 Min.
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1 Min.
2 Min.
Script:
Share your ePortfolio outline and link here.
Script:
In this lesson, you will be completing steps 7, 8 and 9 of
sample ePortfolio:
10 Min.
Appendix J
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Section 4:
1. Implementation Report
PURPOSE OF IMPLEMENTATION
The purpose of the workshop was to develop an e-portfolio that would meet the
Learning Design and technology e-Portfolio requirements and assist the student in
creating a portfolio to commence construction. This workshop was meant to
provide practice for the basic skills needed to later create their e-Portfolio, as
prescribed by the LDT program. To do so, each learner created key components
of an ePortfolio that meet the program's requirements. However, instead of
including all 8 competencies, each participant chose one and also matched the
artifacts provided in the workshop as practice.
IMPLEMENTATION
Participating learners were invited to participate and begin to create their own
ePortfolio during a one-hour workshop designed in Course Sites
(http://www.coursesites.com). Communication was an important aspect of the
implementation of the portfolio workshop. A training tutorial for creating a
WordPress site, a guiding checklist and evaluation, and step by step instructions
played a key role in the progress and procedures for each learner and the
activities and discussions in which they participated.
The timetable for implementation was relatively short, a couple of days and only
one hour in duration. Overall, the participants adhered to the one-hour
timeframe, matching a chosen artifact with the correct competency, developing a
narrative, outlining for structure, populating a web shell in WordPress, assessing
their progress using the portfolio checklist and content and design rubric, and
publishing a WordPress site, and participating in discussions and submitting
assignments. For the most part the organization and functionality worked well.
There was only a minor glitch that prevented fluidity in the beginning, but it was
remedied for future participants. In general, the workshop implementation
worked well. Post workshop assignments were assessed feedback was
communicated for final implementation of the workshop as an engagement
piece.
SELECTION OF STUDENTS
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Learning Design and Technology (LD & T) students were used for the selection of
participants. It was strictly voluntary and all students who volunteered were
included and invited to join the e-Portfolio workshop at their convenience in the
comfort of their own home. Making the workshop less intrusive via
asynchronous discussions and interactions, which provided our team with that
diverse population of learners. This proved to be challenging because some of
the learners were lacking sufficient background knowledge needed for the preworkshop activity of deciding on and setting up their portfolio web shell. The
leaners were provided a tutorial to help construct the foundation for the
workshop that was necessary prior to commencing the training. All did manage
to provide a sample e-Portfolio as a final product.
ELECTRONIC DELIVERY
Participant product evaluation, data collection and scoring were all undertaken
via online by means of one platform, Course Sites. This ensured that our learners
could complete the course with seamless transitions.
We did not have a pre-test for our course. Instead, we had formative
assessments (discussions) for each lesson and a post evaluation of the
participants e-Portfolios. Testing involved five voluntary participants
maneuvering and completing the training independently. Generally, there were
no challenges. The majority of the workshop ran quite smoothly and motivation
was high.
RESPONSE RATE
The training was engaging and motivating according to student feedback and
instructors ensured each student participated in the workshop and completed a
training evaluation survey. Student response rates varied across the discussion
threads, with higher response rates by the first participants to run through rather
than the latter.
Overall feedback from the learners suggests that incentives were not necessary
for this workshop because the incentive was the e-Portfolio creation itself.
Strategies, resources, and clear and concise instructions were of critical
importance. The feedback suggests that the workshop be implemented as part
of the EDCI-66000-B01 Learning Design & Technology Seminar II, and it was easy
to get students engaged and involved since it was relevant.
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discussion board was nice, but a running blog or a wiki might have been more appropriate
for this type of workshop.
It is probably that if the learners were provided an agenda, narrative samples, expectations,
and an evaluation rubric within the invitation to the course motivation to complete the
product would have been more prominent.
In the future, the training invitation will include an attachment and a video tutorial option to
be used to lead the learner through the workshop with confidence in the steps to follow and
increase motivation due to the fluid transfer of expectations. It was suggested that a live
action video rather than animated or static be addressed and implemented to remedy this
issue. Providing more examples of proficient narratives, in conjunction with a separate lesson
guiding our learners on how to write a reflection piece, will be implemented as a revision as
well.
Even though the overall assessment of our training was positive, an overall GOOD rating,
the participants failed to provide a product for assessment. It is most likely that revisions
utilizing a hybrid form of delivery, or live action sessions for a week, would alter and develop
the training so that one-on-one or small group implementation and formative evaluation
could occur and be more successful, resulting in an EXCELLENT marking for the instruction.
An extended timeframe would alleviate the majority of the issues encountered as well.
To sum up, learners were able to demonstrate basic competency in matching artifacts with
the correct competencies and assess other ePortfolios using the evaluation rubric for the
criteria and requirements set forth by the learning Design and Technology Program.
However, eighty percent of the learners were unable to produce an ePortfolio and complete
the assessments for the workshop and only fifty percent of the participants created the
correctly formatted narrative or personal reflection.
)74p(
workshop. The learners were satisfied with the content of the workshop being
directly applicable to their current needs in the LD&T program.
The learners appreciated that the workshop was available in an instructor-free
environment where they could access at a time that was convenient to their
individual schedules. Several of the learners noted that the ePortfolio examples
provided were effective in demonstrating quality components of an ePortfolio.
There was an overall agreement by the learners that the workshop met a
performance problem encountered in the LD&T program and was worthwhile to the
learners. The materials/elements presented were felt to be of high quality and
interesting to watch.
)94p(
the workshop.
Involving step 3 of the workshop provide more direction on developing a
clear and succinct narrative. Provide some sample narratives that show
good and bad content.
Take out the option of using Wix as a webshell. For the purpose of this
workshop, focusing on WordPress alone is enough for the time allotted.
Provide an outline template for learners to fill in when developing their
outline in step 5.
Take out the requirement for learners to publish their ePortfolio components.
Have the learners provide screenshot images of the required components as
the posttest instead of publishing unfinished work.
)05p(
Appendices
)15p(
Goal Analysis
Appendix A
)25p(
Appendix B
)35p(
)45p(
)55p(
)65p(
Appendix C
Survey Document and Response Data
Instructions
1.
Description
Although you were asked upon enrollment, this survey ensures your readiness for this workshop.
2.
Instructions
There is no right or wrong answer, so please answer honestly so that you may get the most out of this
class.
Force Completion
Once started, this survey must be completed in one sitting. Do not leave the survey before clicking Save and Submit
Question 1
Are you sufficiently proficient in Wix or Wordpress to successfully and easily create a webpage using one
of those applications?
Yes
No
Question 2
If the previous answer is YES, have you created a webpage in the past 2 years using one of these
applications?
Yes
No
Question 3
If the answer to EITHER question 1 or 2 is NO, You will be using Wordpress for this workshop. Please
proceed to view the tutotial on Wordpress. Select "yes" below as confirmation that you will not continue
with the rest of the workshop until you view the tutorial.
Yes
No
Response Data:
Learner ID
Question 1
Question 2
Question 3
No
No
Yes
Yes
Yes
No Answer
No
Yes
Yes
Yes
Yes
Yes
Yes
Yes
No
No
No
Yes
)75p(
3.
Appendix D
Links
Link to WordPress Tutorial:
http://www.youtube.com/watch?v=ClXmWsE7wo8&feature=youtu.be
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https://www.coursesites.com/webapps/portal/frameset.jsp?tab_tab_group_id=null&url=
%2Fwebapps%2Fblackboard%2Fexecute%2Flauncher%3Ftype%3DCourse%26id%3D_27
4986_1%26url%3D
)95p(
)06p(
Rubric
Appendix E
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Appendix F
List of Competencies for LDT Online Masters Program
Competency 1: Synthesize Knowledge
Demonstrates ability to read and understand educational literature related to Educational Technology
Demonstrates ability to describe fundamental theories of human learning
Applies knowledge of human learning, diversity, and effective pedagogy to solution of problems
Competency 2: Create Knowledge
Demonstrates ability to describe common research methods in Educational Technology
Demonstrates ability to read and evaluate Educational Technology research
Applies research findings to the solution of common problems in Educational Technology
Competency 3: Communicate Knowledge
Communicates effectively in oral and written formats
Effectively communicates content through the design and delivery of teaching/learning activities that
integrate content and pedagogy
Demonstrates the ability to adapt instruction and assessment techniques to the needs of diverse
learners
Competency 4: Think Critically and Reflectively
Develops a personal vision of inclusive educational practice
Describes the relationship between Educational Technology and the broader field of Education
Critically evaluates theory and practice
Competency 5: Engage in Professional Development Participate Actively in the Profession
Demonstrates the disposition for life-long learning and continuous professional development
Competency 6: Participate Actively in the Profession
Identifies and participates in communities of practice within the field of Educational Technology
Competency 7: Apply Instructional Design Principles
Identifies and analyzes learning and performance problems
Design, plans, and develops instructional interventions using appropriate strategies and techniques
Develops an evaluation plan for a project based on stated goals and recognized standards
ComputerCompetency 8: Apply Computer-Based Technologies and Media to the Solution of Instructional Problems
Plans and designs effective learning environments and experiences supported by technology
Applies technology to facilitate a variety of effective assessment and evaluation strategies
Demonstrates understanding of social, ethical, legal, and human issues surrounding the use of
technology and applies it in practice
)26p(
Appendix G
Bingo Sheet
Portfolio Requirements and Relevant Course Assignments
(aka The Bingo Sheet)
The Sample Relevant Assignments are to be used as a guide to help you; they are by no means all-inclusive. Similar,
course developers/ instructors may modify assignments from time-to-time rendering some listed unsuitable for a
particular competency.
Competencies
)36p(
Apply Computer-Based Technologies and Media to the Solution of Instructional Problems: Competency 8
EDCI 55600 Major Project
EDCI 56400 Technology Integration Project
EDCI 56600 Digital Storytelling Project and
Storyboard
EDCI 56600 Digital Job Aid/ Instruct. Plan
EDCI 56800 Web-enhanced Lesson Plan
EDCI 56900 Major Project
EDCI 57500 - Final Project, Learning Modules
EDCI 57700 Major Project
)56p(
Appendix H
Matching Artifacts and Competencies Document, Key and
Response Data
1.
Instructions
Description
In this matching exercise, you will have a chance to demonstrate your understanding of the skills
required by each competency.
2. Instructions
Match the listed artifacts to the appropriate competency. You can find the artifact documents in the
"resources" area, along with the Bingo Card, which lists the skills related to each competency.
3. Force Completion
Once started, this test must be completed in one sitting. Do not leave the test before clicking Save
Submit.
and Submit
4. Multiple Attempts
This test allows multiple attempts.
Click Begin to start: Matching artifacts to competencies. Click Cancel to go back.
You will be previewing this assessment and your results will not be recorded
Question 1
Match the artifacts and competencies
C.
EDCI531 Case
Study on
Behaviorism
B.
A.
EDCI566 Digital
Storytelling
Project
)66p(
D.
Answer
A. Competency 3: Communicate
Knowledge
B. Competency 1 (Synthesize
knowledge)
2.5
10
10
)76p(
Learner ID
10
Response Data:
Appendix I
E-Portfolio Checklist
Is the e-Portfolio structured in a way that is easy to navigate/follow?
Is the e-Portfolio aesthetically pleasing?
Does it include 1 of the programs 8 competencies?
Does it include artifact(s)?
Do/Does the artifact(s) appropriately demonstrate mastery of the chosen
competency?
Does the e-Portfolio include clear and succinct narrative linking the
chosen competency and artifact(s)?
Does the e-Portfolio include a statement of purpose?
Does the e-Portfolio include information about the author?
Are materials and resources properly attributed and cited?
Do all links work?
Do all files work?
Is the typography consistent and legible?
Have you proofread your copy for spelling and grammar mistakes?
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)96p(
Appendix J
References
Bartlett, W. (2013). Wes Bartlett's Learning Design and Technology Portfolio. Retrieved from:
http://portfolio.wesbartlett.net/.
Boutet-Font, R. (2013). Decades Presentation (Discussion presentation for EDCI513). Retrieved
from: http://animoto.com/play/RNNgsbr5lhkJTSPUgm7MdA.
Dick, W., Carey, L., & Carey, J. (2009) The Systematic Design of Instruction (7th ed.). Upper Saddle
River, NJ: Pearson.
Ellis, J. (2013). EDCI531 Case Study in Behaviorism. Unpublished data.
Miller, K., Lamb, K., & Parker, L. (2013). MBCI Overview Module Revision with Motivational Theory
Applied (EDCI588 Final Project). Unpublished data.
Mlwebco (Creator). (2009, Oct. 25). How to Create a WordPress Home Page Template. [Video
podcast]. Retrieved from
http://www.youtube.com/watchv=ClXmWsE7wo8&feature=youtube.
Rosario, J. (2013). Educational Technology Portfolio. Retrieved from:
http://jimmarieart.wordpress.com.
Rosario, J. (2013) Building Goliath: A Personal Experience Adapting an Artistic Technique to Solve a
Creative Dilemma [Video podcast]. Retrieved from:
http://www.youtube.com/watch?v=W4Da6f2CEVU&feature=youtube.
Schwiebert, C. (2013). Competency Portfolio for the Purdue Learning Design and Technology
Program. Retrieved from: http://christinaschwiebert.wordpress.com/.
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