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Presentation by Barbara Walters, Ellen Smiley, Bill Bernhardt and Sarah Morgano
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CUNY ONLINE
BACCALAUREATE
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ePortfolios and Metacognition inthe CUNY Online Baccalaureate –Basic
Research Methods
Barbara Walters, Consortial Faculty, CUNY Online Baccalaureate
Ellen Smiley, Academic Director of the CUNY Online
Sarah Morgano, ePortfolio Communication Coordinator
William Bernhardt, Consortial Faculty, CUNY Online Baccalaureate
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ePortfolios and Metacognition
Web 2.0 tools facilitate shared knowledge, reflection, and metacognition among CUNY Online Baccalaureate students in a research methods learning community. E-Portfolio modeling encourages ownership transfer and thoughtful self-navigation of program learning goals, targeted in course objectives and assignments. Examples highlight tiers in a scaffolded series of competencies that are pre-requisites to capstone projects in our Communication and Culture concentration.
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CUNY Online Baccalaureate
Steering Committee for Online Resources and Education (S.C.O.R.E.) 2005
CUNY Online Baccalaureate: Fall 2006 Designed for “degree completers” Single cross-disciplinary concentration:
Communication and Culture Expanded in initial year from 250 students in 30
sections of 17 courses to 400 students in 62 sections of 50 courses
B.S. in Business, Spring 2008; M.S. in Business Management and Leadership, Fall 2009
Spring 2010, over 750 students enrolled in 67 classes across three degree programs
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The CUNY Online Baccalaureate: Intentional Teaching and Learning
Clear Goals Institutional Mission Program Goals Curriculum Development Course Objectives
Pedagogy Deep learning – non-content teaching and learning
goals (Keith Roberts) Constructivist learning -- WAC and WID (Bloom, Perry
and Bean) Reflection and Self-Navigation (John Dewey and Lev S.
Vygotsky) Communities of Practice – Learning Communities
Assessment and Evaluation
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Visible Knowledge and ePortfolios in the CUNY Online
Goal: Inclusion of all students in the program Use of ePortfolios to mirror, map and
communicate progress Reflection and Social Networking
ePortfolios and Communities of Practice Blogs Wikis Expo Digication
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Intentional Teaching and Learning*
“If you don’t know where you want to go, you might end up somewhere else.”
Yogi Berra
Photo Credit: Yogi Berra’s game-worn jersey, Photography Collection, The Glory Days: New York Baseball 1947-1957, and exhibit from Museum of the City of New York, which ran from June 27 to December 31, 2007. Used under a Creative Commons “Attribution/Noncommercial/ No-Derivative Works”
*Cf. Andrea Leskes, AACU, 2005, CUNY Research Seminar 7
The Cycle of Intentional Practice*
* Adapted from Andrea Leskes, AACU, 2005, CUNY Research Seminar
ProgramGoals/Outcomes/
Objectives
Curricular Design
Course Objectives
Pedagogy
Mission
Assessment/Reflection
We are here
Double Loop Learning
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This course title and sequence have changed as a result of
this double-loop learning.
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Intentional Teaching and Learning
TEACHERS AND ADMINISTRATORS
LEARNERS
Clear program goals Clear learning goals Alignment between
mission, guiding principles, goals, assignments and assessments
Self-directed Aware of the
process Integrative Adaptive
Adapted from Andrea Leskes, AACU, 2005, CUNY Research Seminar
Open system
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Visible Knowledge
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Visible Knowledge
Basic Competencies: Fall 2008 Course redesign Assessment
Course Goals and Objectives: meetings in teams
Transparent assignments and assessments
Faculty Development or Community Building around Basic Principles
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Academic Portfolio: Basic Competencies
I. Inquiry and Critical ThinkingII. CommunicationIII. Cultural Diversity and Social
ResponsibilityIV. CreativityV. Teamwork and LeadershipVI. Knowledge Base
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Academic Portfolio: Basic Competencies and Course Matrix
Basic Competencies
CC 401
CC 403
CC 404
CC 405
CC 406
CC 407
CC 408
CC 409
CC 411
CC 499
I. Inquiry & C. Thinking
X
II. Comm. X
III. Cult. Div. & Soc. Resp.
X
IV. Creativity
X
V. Teamwork & Leadership
X
VI. KnowledgeBase
X14
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ePortfolios and Reflections
Fall 2008 Expo Pilot Summer 2009 Digication Pilot Ongoing Communities of Practice
Discussion Forums Blogs Wikis Expo ePortfolios
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Blogs and Wikis
Blackboard has always had the discussion board, but new tools allow new outlets for student contributions in online courses: blogs (collective or individual) and wikis. How can these tools be used effectively (and non-redundantly) in the Blackboard environment?
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Learning ObjectsBlogging Inside Blackboard
Enables journal style entries separated and tagged by name, date, and time, appearing in reverse chronological order
Allows students to create web-based diaries or other types of web records
Possibilities include documents, links, images, plus a comments feature
Journal, viewing, and comments can be open to individual students, groups, or entire class
Tool for reflection
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ENG 101 College Writing
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Learning Objects Wikis inside Blackboard
An effective tool for collaborative student website authoring: think Wikipedia
Provides a venue for teamwork and reflection
Facilitates text, image, or other media links and/or displays
Assessment tools available Wiki editing, viewing, and comments can
be available to class or team
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Team WikisCC 404 -- Analyzing Organizational
Structure and Change
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Learning Objects Expo
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Fall 2009 Pilot with Digication
110 Students in Five Courses COM 110 Digital Information in the Contemporary
World ART 210 Modern Art in the City ENG 102 CC 410 Introduction to Research Methods CC 409 Studies in Communication and Cultural
Change CC 499 Senior Research
Evaluation Model ePortfolio Student Resource Site
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Model ePortfolios
Sample Student ePortfolio: Created for
students to mirror.
Basic Academic ePortfolio Template: Created for students to
model.24
Student Resources
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Sample Student ePortfolios
Ownership Transfer
Social Networking
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Spring 2010 ePortfolios and MetacognitionDouble Loop: Begin at the End
CC 499 Senior Research Initially a contract and guidelines Double loop adjustment
Skills students should have at registration for CC 499: Fall 2009 Literature searches and review Creating theory and hypotheses from literature Statistical Skills
SPSS Basic descriptive statistics Tests of significance
Basic research Ethnography Content Analysis
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A direct result of NOT
evaluating evidence
(reflecting).
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ENG 101
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ENG 101
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This course was revised as a result of this double-loop
learning.
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Research Methods: Course Redesign
CC 401 and Deep Learning Transition to Four-Year College
Pre-Reflective: Knowledge exists absolutely and can be ascertained
by direct observation Quasi-Reflective:
Knowledge is uncertain; evidence is used but it is idiosyncratic
Reflective Knowledge is constructed by evaluating evidence
Change in Research Methods sequence and course numbers
Introduction of Write-from-the-Start Learning Community: COM 110 and CC 401
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CC 401 Group ReflectionTeam Research Wiki #1
Shared Knowledge
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CC 401 Group Reflection
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Reflection
COM 110-CC 401
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Acknowledgements
Thanks to SPS Deans George Otte and Brian Peterson; Sylvie Richards, SPS Media and Technology Specialist; B.Loerinc-Helft, Academic Director of the CUNY Online Programs in Business; Washington Hernandez, Operations Manager, Ericke Wong, Operations Assistant; Phil Pecorino, Howard Wach, Jordi Getman, Carl Grindley, Joe Ugoretz and Rob Whittaker, Colleagues in the CUNY Online Baccalaureate; Bret Eynon, Assistant Dean and Executive Director of the Teaching and Learning Center at LaGuardia; and all of our mentors and colleagues at LaGuardia Community College and in Cohort A at Making Connections.
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