Instructional,Systems,Design ShowcasingPerformance ......6 Showcasing Performance: Student E-portfolios Goal 2: Teachers will learn and be able to make use of supportive technology

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Showcasing Performance: Student E-portfolios

Instructional Systems Design

Showcasing Performance: Student E-‐Portfolios

Kari Cobb, Alexandria Lewis, Lisa Morrison, and Adam Ryan

ISLT 9471 Spring 2014 Dr. Howland

5/5/2014

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Showcasing Performance: Student E-Portfolios

Instructional System Design Kari Cobb, Alexandria Lewis, Lisa Morrison, and Adam Ryan

May 5, 2014 Summary We will be delivering instruction to teachers, coaches, and instructors about how to implement electronic portfolios for students of performance-based disciplines, such as art, music, video, graphic design, sports, dance. This e-portfolio will feature academic achievements and digital media showcasing their performances. These portfolios will be simple to manage and easy to share with colleges and employers. Instruction will be delivered to our group of adults in a computer lab. The instructor will deliver conceptual information and model the steps of the process on the projector. Learners will begin planning and creating an example portfolio during the workshop. We will also leave learners with materials that will help them implement the use of portfolios. Some key concepts and skills that will be covered include:

• What is an electronic portfolio? • Why should students/performers use e-portfolios? • How can students best use e-portfolios? • How to create e-portfolios • How can students best collect and manage media (photos, videos, etc.) of their

art/performances over a long period of time? • How to add media to the portfolio • How to publish / share the portfolio • How to best teach students about portfolios • How to best implement portfolios with students

Intended Audience: Although e-portfolios can be used by any educator, we think that fine arts teachers, digital media teachers, coaches and other performance-based educators will benefit most from the training.

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Project Roles Kari Cobb • Project Manager

• Valuable contributor to all sections • Main contributor of course content • Broad Goals and Big Ideas • Task Analysis • Materials for Training Program • Will implement the workshop at

Northside High School

Alexandria Lewis • Valuable contributor to all sections • Main contributor of course content • Learning Objects based on big goals • Instructional Objectives (behavioral

objectives) • Summative Evaluation • Formative Evaluation • Evaluation Tool • Instruction and Materials • Assist with Editing

Lisa Morrison • Valuable contributor to all sections • Main contributor of course content • Needs Assessment • Materials for Training Program • Objectives, Table of Contents, Etc. • Evaluation

Adam Ryan • Valuable contributor to all sections • Main contributor of course content • Task Analysis • Learner Analysis • Contextual Analysis • Materials for Learning System

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TABLE OF CONTENTS DESIRED RESULTS .................................................................................................................... 5

Broad Goals and Big Idea .................................................................................................... 5 Goals of Instruction ................................................................................................. 5

Learning Objectives ............................................................................................................. 5 Needs Assessment ............................................................................................................... 7 Task Analysis ...................................................................................................................... 7

Topic Analysis ......................................................................................................... 7 Procedural Analysis ................................................................................................ 9 Prerequisite Analysis (Entering Capabilities) ....................................................... 10

EVIDENCE OF ACCEPTABLE RESULTS ........................................................................... 11 Formative Evaluation ....................................................................................................... 11 Summative Evaluation ...................................................................................................... 11

LEARNING EXPERIENCES AND INSTRUCTION ............................................................. 12 Learner and Contextual Analysis ...................................................................................... 12

Learner Analysis .................................................................................................... 12 Context Analysis .................................................................................................... 14

Types of Learning Experiences and Instruction ................................................................ 16 Materials ............................................................................................................................ 28 Implementation Plan and Schedule ................................................................................... 29

REFERENCES ............................................................................................................................ 30 APPENDIX A ............................................................................................................................... 31

Needs Assessment Plan ..................................................................................................... 31 Needs Assessment Surveys ............................................................................................... 34 Evaluation Materials .......................................................................................................... 34 Formative Evaluation Materials ........................................................................................ 35 Summative Evaluation Materials ...................................................................................... 36

APPENDIX B ............................................................................................................................... 38

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Desired Results A. Broad Goals and Big Ideas Today’s educator is responsible for many facets of education. Not only are educators responsible for the delivery of state-mandated curriculum, but also character education, citizenship, 21st century skills, technology, real-world application and experience, and prepare each student to enter the next phase of their futures - the post-secondary world. The post-secondary world could include college, military, work, or any other choice that an individual may choose. The face-to-face workshop will deliver instruction to teachers, coaches, and instructors about how to bridge the gap from high school to life after graduation. This workshop will focus on the implementation of electronic portfolios for students of performance-based disciplines, such as art, music, video, graphic design, sports, and dance. This e-portfolio will feature academic achievements and digital media showcasing student performances. These portfolios will be simple to manage and easy to share with prospective colleges, recruiters, and/or employers. Goals of Instruction

Goal 1: Teachers will gain an understanding of the benefits of electronic portfolios. Goal 2: Teachers will learn and be able to make use of supportive technology that can assist them in teaching students how to create e-portfolios. Goal 3: Teachers will collaborate to establish learning outcomes based on actual classroom activities and assignments. Goal 4: Teachers will be able to set up an electronic e-portfolio through step-by-step instruction for personal use and as an example to use in their classroom.

B. Learning Objectives

Goal 1: Teachers will gain an understanding of the benefits of electronic portfolios. Objective 1.1 - Upon completion of the workshop, teachers will be able to identify what an electronic portfolio is by demonstrating 3 good examples of e-portfolios to the instructor found online with 75% accuracy. Objective 1.2 - Upon completion of the workshop, teachers will be able to identify why students should use an electronic portfolio as measured by an online quiz with 75% accuracy. Objective 1.3 - Upon completion of the workshop, teachers will be able to identify how students can best use electronic portfolios as measured by listing 3 verbal examples with 100% accuracy.

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Goal 2: Teachers will learn and be able to make use of supportive technology that can assist them in teaching students how to create e-portfolios.

Objective 2.1 - Upon completion of the workshop, teachers will be able to locate and identify five different online e-portfolio portal examples that meet secondary students’ needs by sending an email to the instructor with links to the portals/examples. Objective 2.2 - Upon completion of the workshop, teachers will be able to identify at least three examples of how students can best collect their media for their e-portfolio as measured by listing the examples using a gallery walk in a group. Objective 2.3 - Upon completion of the workshop, teachers will be able to identify at least two examples of how students can best store and manage their media or evidences over a long period of time as measured by a presentation to the class.

Goal 3: Teachers will collaborate to establish learning outcomes based on actual classroom activities and assignments.

Objective 3.1 - Upon completion of the workshop, teachers will be able to demonstrate created learning outcomes for student e-portfolios for their classrooms as measured by submitting a rubric for student e-portfolios to the instructor. Objective 3.2 - Upon completion of the workshop, teachers will be able to demonstrate classroom activities and assignments for student e-portfolios by creating/modifying a lesson plan demonstrated by submitting a revised lesson plan to the instructor. Objective 3.3 - Upon completion of the workshop, teachers will be able to describe to the instructor how student e-portfolios can be used as an assessment tool. Objective 3.4 - Upon completion of the workshop, teachers will be able to demonstrate course learning goals by locating and identifying five additional online e-portfolio examples they will email to the instructor with links to the portals/examples.

Goal 4: Teachers will be able to set up an electronic e-portfolio through step-by-step instruction for personal use and as an example to use in their classroom.

Objective 4.1 - Upon completion of the workshop, teachers will be able to create and develop a personal electronic e-portfolio to include at least the following: 1. Achievement of learning outcomes, 2. Talent(s), knowledge, skills, and a 3. Resume that can be used as an example to use in their classroom.

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Objective 4.2 - Upon completion of the workshop, teachers will be able to demonstrate to the instructor they can successfully add at least two different types of media to their electronic e-portfolio. Objective 4.3 - Upon completion of the workshop, teachers will be able to demonstrate to the instructor they can successfully publish their electronic e-portfolio.

C. Needs Assessment We chose to develop a survey for faculty members that would benefit from our e-portfolio training. The survey method provides anonymity for the participants. We believe participants will respond more honestly without worrying about how their responses are perceived. The survey can also be done electronically, allowing for a larger distribution and more possible responses. The questions in the survey address many of the areas of the needs assessment. We are particularly interested in finding out what specific areas of e-portfolios the faculty are interested in learning more about. Then we will customize our professional development training to be focused on areas that will be helpful to the majority of our participants. The survey items will be used to facilitate an interview or focus group for those teachers that would like to provide information through those avenues. The Needs Assessment Plan is listed in Appendix A as well as the instrument we developed to be given to the faculty. D. Task Analysis Our team has conducted a combination of topic and procedural task analysis. We will be exploring the topic of portfolios and why they are important to conduct electronically. Then we will bring learners through some of the procedures involved in building and managing an e-portfolio. Therefore, this unit required both topic and procedural analyses. Topic Analysis Topic: Electronic Portfolios I. ePortfolios (General) A. A collection of student or professional work 1. Academic credentials 2. Professional certifications 3. Outstanding academic work

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a. Successful, large projects b. Relevant coursework 4. Evidence of quality performance a. Video, audio, photos, scanned images, digital art, hyperlinks b. Music, drama, dance, athletics, film/video, visual art, graphic/web

B. Displays the person’s best work C. Should represent the person’s abilities and personality D. Should be updated regularly 1. Working in the digital world makes updating very easy 2. Working within a turbulent economy

3. Most performance-based careers built through freelance, contract work 4. Makes continual networking more effective

II. Uses of portfolios A. Summative (or even formative) assessment in a course of study 1. Shared with instructors at the end of any course of study 2. Formative, if the instructor checks the portfolio periodically 3. Assess course content, organization skills, and higher order thinking B. A supplement to an academic resume C. A supplement to a professional resume D. Advertising/promotion for a self-employed individual or artist 1. Display examples of work 2. List services and rates 3. Include contact information 4. ePortfolios are easily shared around the internet III. Importance/Relevance of ePortfolios A. Reflecting on learning and experiences 1. Evaluating work to find the best examples 2. Purposes for including each artifact B. Shows, rather than tells about, evidence of performance

C. Supports efforts toward employment and higher education 1. Shows skills and creativity 2. Employers and admissions offices are looking for ePortfolios. 3. Keeps a person’s best work organized and readily accessible D. Ability to easily share with anyone in the world. 1. Shared through email or other electronic means 2. Anyone in the world with an internet connection can view 3. The connection to employers, admissions, or recruiters is instantaneous IV. Types/Examples of e-Portfolios

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A. ePortfolio services 1. Web services designed specifically as e-portfolios 2. Examples: LiveBinders, Three Ring, FolioFor.Me B. Websites 1. Websites can also be customized and used as e-portfolios 2. Google Sites, Weebly, Wix C. Blogs 1. Can be used independently or in conjunction with a custom website 2. A fluid, constantly changing e-portfolio 3. Examples: Blogger, Wordpress, Tumblr D. Wikis 1. Collaborative by nature

2. May be best used as an e-portfolio for two or more performers 3. Examples: Wikispaces

Procedural Analysis Goal 2: Teachers will learn and be able to make use of supportive technology that can assist them in teaching students how to create e-portfolios. I. Locate and identify five examples of places online to create e-portfolios. A. Log on to the computer and visit the web browser. B. List the different types of portfolios (see section IV of the topic analysis above) C. List and give brief examples of web tools that can be used to create portfolios D. Poll the class to see if anyone has used these services or knows of other tools E. Allow time for learners to explore some of the websites F. As a whole group, discuss the similarities and differences G. Decide which type of e-Portfolio you think would best serve your needs, and also choose a second option. H. Report your choices to the instructor via email. II. Identify at least three examples of how students can collect digital media. A. After the instructor sets up large chart paper around the room, the learners will form groups of 3-5 individuals. B. After the instructor explains what a gallery walk is and how it will work, the learners will begin the gallery walk. C. Learners are placed into groups according to discipline

1. All coaches, all art teachers, all media teachers, etc. 2. These groups will be able to relate to each other 3. As groups rotate, they will see different perspectives and cause interaction. 4. By sharing everyone’s expertise, all participants will gain a more rounded understanding of digital media and portfolios.

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D. Each group discusses different ways that students can collect digital media E. The groups present their suggestions on the chart paper, leaving sufficient room for other groups. 1. Possible tools for collection 2. Connections to their content area. F. The instructor will tell the groups when to rotate to the next piece of chart paper. G. The groups will read the work of the other groups and add ideas, comments, suggestions, and questions to the paper. H. When complete, each group will read their chart paper and address any questions that we left for them, by talking to the whole workshop. III. Identify how to manage media evidence of performance. A. The instructor will use a visual presentation tool to display information to the learners about media capture and storage. B. The instructor will discuss capturing photos and video with mobile devices. C. The learners will model the different ways to transfer media from a mobile device (USB, email, file transfer app, cloud storage). D. After discussion about free cloud storage with Google Drive or Dropbox, students will access their media from anywhere. E. Learners will discuss the importance of planning.

1. Learners will recruit parents and friends to take photos, video, audio of performances.

F. Learners will discuss the importance of asking others. 1. Friends, teachers, coaches, or spectators may have collected some media of learners’ performances. Ask them to share those with you to add to the collection.

2. The more evidence students have, the better options they have. G. Learners will model how to stay organized in a digital world.

1. Plan and create a hierarchy of folders. 2. Use the different folders as your collect media 3. Be flexible.

H. Learners in the workshop will reflect on their own experiences in an informal presentation to a small group. 1. How do learners manage personal or professional media? 2. How could learners improve your workflow with any of these suggestions? 3. How do learners think your students will benefit?

Entering Capabilities After analyzing prerequisites for this instructional unit, we determined that the following entering capabilities would be required for learner success:

• Basic knowledge of computer operation

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• Basic web navigation skills • Possession of a working email account • Knowledge of performance-based assessments in his/her content area • Knowledge of how to adjust implementation of tools and procedures to his/her

classroom • If there are learners without one or more of these prerequisites, they could receive

assistance from the instructor or be paired with someone else who does have the skills and knowledge. This would allow that learner to still gain some valuable experience from the unit.

Evidence of Acceptable Results

Formative Evaluation A formative evaluation will be completed throughout the design of the Implementing Student e-Portfolios in the Classroom workshop in order to identify any weaknesses in the course design and to determine how well the “teachers” perceive the content presented. Following are key questions to be answered during the formative evaluation. Key Questions:

1. Are teachers able to find the information they need from the workshop? 2. Can teachers easily locate the instructional materials for each topic? 3. Is the content in the materials accurate and appropriate for the teachers? 4. How much time does the training require? Is this acceptable? 5. Do teachers feel this training is beneficial for their needs?

Approach 1: Interviews with participants using the Key Questions listed above. This will be an exit interview completed on the computers with Google Forms. This will allow us to utilize the technology we are already using, and have the data in a place that is secure and easily sharable among all of the designers and instructors involved. Approach 2: Survey/questionnaire of teachers (see Appendix A) Summative Evaluation A summative evaluation will be completed to determine to what extent the goals of the workshop are met. There will also be an assessment of learning to establish what the teachers have learned from the course. The assessment of learning for the teachers will cover the content presented in the workshop. These evaluations will be completed at the end of the workshop and after at least 10 teachers have been able to test out student e-Portfolios in their classroom.

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Key questions: 1. Are the teachers able to use the knowledge gained from the workshop to implement student e-Portfolios in their classroom? 2. What are teachers’ reactions to the workshop? 3. What is the cost of the workshop? Is it worth it? 4. Are the teachers continuing to use the presented information? 5. Are there other revisions that are still needed? 6. Do the teachers feel the objectives of the training were successfully met? 7. Do their schools have access to all of the technologies that they need to implement e-portfolios? 8. Has their understanding of e-portfolios increased after this training?

Approach 1: Survey/questionnaire After the workshop has been completed, the teachers will complete an online survey using Google Forms. This survey will act as the assessment of learning covering content from the workshop. There will also be a section with questions about the function of the workshop. (See Appendix A for a copy of the survey.) Approach 2: Focus group with teachers. We will ask a small group of teachers (at least 10) after a few weeks of taking the workshop the following questions. This meeting will be scheduled during one of the first in-service days, half-days, or other convenient contract time depending on the particular district schedule. *Was the workshop helpful for working with actual students in implementing student e-portfolios in his/her classroom? *If so, what resources did the teacher choose to use in his/her classroom and were they effective? *What were specific problems teachers had with the workshop? *Would the teachers refer the course to a colleague? If not, what is the workshop still lacking?

Learning Experiences and Instruction Learner Analysis The e-Portfolio training will focus on teachers and coaches in a secondary education environment. In analyzing these learners, we are determining the information that will guide the strategy and execution of the instructional sessions to best meet their needs in a motivating, engaging and effective manner. Learner factors were considered within orienting, instructional and transfer contexts. The data for the Learner Analysis will be gathered in the form of a pre-training survey, and face-to-face interviews with teaches or coaches who want to further contribute to the needs of the program.

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Type of educational program: Face to face, Half-Day Training (depending on Needs assessment)

Learner Factors Data Collection for Information

Orienting Context

1. What are the goals/ needs of the participating faculty?

2. How will the faculty benefit from the e-portfolio instruction?

3. What are the demographic characteristics of the faculty? (Years of teaching experience, education, age, content expertise, learning preference, etc.)

4. What previous experience or training have they received with E-Portfolio’s?

5. What input does the learners have on content and instructional goals?

6. What goals does the faculty member have in attending the instruction sessions?

7. What is the motivation for the faculty for attending?

8. Will attendance at the instruction be required?

Items 1-6: Pre-training survey

Items 7-8: Face to Face interviews with coaches and teachers participating

Instructional Context

1. Do faculty or administrators see a need for this training?

2. What will be the appropriate way to follow up and provide additional support to faculty post training?

3. How will the faculty be successfully measured for effective transfer of knowledge?

4. Do the faculty members participating prefer any specific learning cues, such as visual or sensory?

Item 1: Pre-training survey

Items 2-4: Interview with additional teachers and coaches post-survey.

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Transfer Context

1. Does the participating faculty believe that the instructional sessions will improve their ability to develop students academically and professionally?

2. Will there be opportunities to practice the needed skills and display the knowledge of e-Portfolio’s in the training session?

3. How will incentives be used to motivate faculty to attend?

Items 1: Pre-training survey

Items 2-3: Interview with additional teachers and coaches post-survey

Contextual Analysis

Contextual analysis was developed for the teachers and coaches who will be attending the E-Portfolio training session and divided among the orienting, instructional and transfer contexts. In addition to the Learner Analysis pre-instructional sessions survey/questionnaire form, further data collection will occur through the following sources:

Data Collection #1: Pre-Training Questionnaire in Google Forms

Data Collection #2: Post-Instructional Feedback Survey for Teachers and Coaches

Data Collection #3: Interview with additional Teachers and Coaches

Data Collection #4: Interview with school or district administration

Orienting Context Data Collection for

Information Immediate Environment Factors

1. What types of support are available to teachers and coaches in regards to technology?

2. How much access does faculty have to technology in the classroom?

3. Are faculty currently using any electronic filing system?

4. Where does faculty currently go for help with their technology concerns?

Items 1-4: Pre-training questionnaire Items 1-4: Interview with administration

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Organizational Factors 1. What is the budget for the instructional sessions? 2. What availability and resources will participants

be given for this training? 3. Has there ever been an attempt for students to

organize their coursework and extracurricular success?

4. What incentive for faculty will be provided for participation?

Items 1-3: Interview with school or district administration Items 3-4: Pre-training questionnaire

Instructional Context Data Collection for

Information Immediate Environment Factors

1. Is there an appropriate facility to conduct the instructional sessions?

2. Will faculty have access to a recording of the sessions for review?

3. Will instructors be available immediately after instructional sessions to answer faculty questions?

Items 1-4: Interview administration to discuss resource allocation for presentation and scheduling of training

Transfer Context Data Collection for Information

Immediate Environment Factors 1. Are there opportunities for long term follow up to

learn new ways to learn uses of ePortfolios? 2. Are any professional resources available for

faculty to use to increase knowledge? (Blogs, LinkedIn Group, and etc.)

3. Is there support from departmental and school administration for implementation of new skills acquired?

4. Are situational cues that will remind faculty of key points available (posters, instructional session handouts, follow-up newsletters, etc.)?

Items 1-4. Post-instructional feedback survey for faculty and school administration to rate the effectiveness of and satisfaction with educational experience

Organizational Factors 1. Is there the availability of further training for faculty

after the first instructional session? 2. Is the administration committed to supporting

ongoing learning among faculty on this topic?

Items 1-2: Interview school administration to determine future needs and long-term learning.

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The following assumptions have been made in the learner and contextual analysis of the planned instructional sessions: Learners are expected to be teachers and coaches with a variety of years of experience and representing the range of 9-12 grade levels and all subject areas. Current collaboration among departments and recording of students’ successes will be determined from the pre-training questionnaire. Basic skills with computer, accessing the internet, filing documents on a computer, and operating a keyboard and mouse will be assumed. It is also assumed that each faculty member will have his or her own computer and access to the e-portfolio site. Assumptions regarding the facility where the instructional session will take place include a computer lab with instructor presentation capabilities using a SmartBoard or other computer-based projection option and access to the Internet for both instructor and participants. Types of Learning Experiences and Instruction The learning experiences in this training are mostly composed of lecture, visual examples through a PowerPoint presentation and a view of the lecturer’s computer screen, and through personal experience on their own computers. This way the participants cannot only listen to the lecture, but they can follow along by looking at the images on the projector and practice the skills at their own personal computer. The training would consist of only one day unless it was necessary to break it down into multiple sessions. We would know once the potential participants completed and returned the Needs Assessment we developed (Appendix A).

Behavioral Objectives for Learners Type of Learning Content

Type of Learning

Performance

Rationale

1.1 - Upon completion of the workshop, teachers will be able to identify what an electronic portfolio is by demonstrating 3 examples of e-portfolios to the instructor found online with 75% accuracy.

Concept Recall Learner recalls important information required for understanding throughout the workshop.

1.2 - Upon completion of the workshop, teachers will be able to identify why students should use an electronic portfolio as measured by an online quiz

Concept Recall Learner recalls important information required for

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with 75% accuracy. understanding throughout the workshop.

1.3 - Upon completion of the workshop, teachers will be able to identify how students can best use electronic portfolios as measured by listing 3 verbal examples with 100% accuracy.

Procedure/Application

Integration Learners begin to take the information they are given and transform it into being more relevant to their work.

2.1 - Upon completion of the workshop, teachers will be able to locate and identify five different online e-portfolio portal examples that meet secondary students’ needs by sending an email to the instructor with links to the portals/examples.

Principles/Application

Organizational Learners connect their new information to other ideas and to currently available web services that could be used for portfolios.

2.2 - Upon completion of the workshop, teachers will be able to identify at least three examples of how students can best collect their media for their e-portfolio as measured by listing the examples using a gallery walk.


Recall Learners can recall information given to them by the instructor and peers about media.

2.3 - Upon completion of the workshop, teachers will be able to identify at least two examples of how students can best store and manage their media or evidences over a long period of time as measured by a presentation to the class.


Organizational Learners work together to apply what is learned to make it connect with their current job assignment.

3.1 - Upon completion of the workshop, teachers will be able to demonstrate created learning outcomes for student e-portfolios for their classrooms as measured by submitting a rubric for student e-portfolios to the instructor.

Concept and


Elaboration Learners expand on what they have learned to create new things.

3.2 - Upon completion of the workshop, teachers will be able to demonstrate classroom activities and assignments for

Interpersonal Skills/

Application

Elaboration Learners expand on what they have learned to create

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student e-portfolios by creating/modifying a lesson plan demonstrated by submitting a revised lesson plan to the instructor.

new things.

3.3 - Upon completion of the workshop, teachers will be able to adequately describe to the instructor how student e-portfolios can be used as an assessment tool.

Interpersonal Skills/ Concept/

Application

Elaboration Learners expand on what they have learned to create new things.

3.4 - Upon completion of the workshop, teachers will be able to demonstrate course learning goals by locating and identifying five additional online ePortfolio examples, which they will email to the instructor links to the portals/examples.

Concept/ Application

Organizational Learners connect concepts to authentic examples on the web.

4.1 - Upon completion of the workshop, teachers will be able to demonstrate to the instructor they can set up an electronic e-portfolio for personal use and as an example to in their classroom.


Integration Learners take procedural knowledge and transform it into the beginning of their own model portfolio.

4.2 - Upon completion of the workshop, teachers will be able to demonstrate to the instructor they can successfully add at least two different types of media to their electronic e-portfolio.



4.3 - Upon completion of the workshop, teachers will be able to demonstrate to the instructor they can successfully publish their electronic e-portfolio.



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Instructional Strategies Goal 1 Teachers will gain an understanding of the benefits of

electronic portfolios.

Objective 1.1 - Upon completion of the workshop, teachers will be able to identify what an electronic portfolio is by demonstrating examples of e-portfolios to the instructor found online.

Instructional Strategies

1. Motivational A 2-3 minute video will be shown of an excellent performance based e-portfolio, and teachers will be asked their opinion on what characteristics they think make an e-portfolio “good”.

2. Initial Presentation A short PowerPoint presentation will provide an overview of e-portfolios, to include what they look like, what is included in an e-portfolio, and the goals of e-portfolios.

3. Generative Strategy Using search tools (i.e. Google), teachers will search the internet for good examples of e-portfolios. The instructor will review their three choices and offer feedback if any of the examples they selected were “poor” quality e-portfolios.

Objective 1.2 - Upon completion of the workshop, teachers will be able to identify why students should use an electronic portfolio as measured by an online quiz with 75% accuracy.


1. Motivational A short video will be used that shows a student in a performance field who is thinking of ways to share his/her performance skills. In the video the student will only send a DVD to a Music Conservatory of their musical skills along with their paper resume/portfolio. It will show some of the music professors listening to the recording and appearing bored. Then, the video will phase into the same student with an e-portfolio, and the music professors viewing the e-portfolio

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with engagement and wonder. Teachers will be provided an opportunity to share their thoughts about challenges students in performance disciplines may face with communicating their skills using traditional paper portfolios. Teachers will then be provided an opportunity to provide feedback on ways e-portfolios can help with these challenges.

2. Initial Presentation A PowerPoint presentation that compares the benefits to using e-portfolios will highlight that they are more organized, searchable, transportable, more in depth and less restrictive than paper-ePortfolios.

3. Generative Strategy Teachers will view a traditional portfolio (paper) for a student who is an artist, and for the same student, they will view the e-portfolio of this student. After a discussion about the differences, teachers will be given an online quiz about why students should use e-portfolios.

Objective 1.3 - Upon completion of the workshop, teachers will be able to identify how students can best use electronic portfolios as measured by listing the examples verbally.


1. Motivational A 2-3 minute video will be shown of a college admissions representative and a small business owner discussing both of their desire to have more than just a piece of paper (i.e. resume) to assess an applicants skills and experience; teachers will be asked their opinion on how students can best use electronic portfolios to showcase his or her skills, performance, experience, and potential to both a college admissions and a prospective employer.

2. Initial Presentation A short PowerPoint presentation will provide an overview of e-portfolios, to include what they look like, what is included in an e-portfolio, and the goals of e-portfolios.

3. Generative Strategy Teachers will compare at least three different e-portfolios of students. After a discussion about the differences, teachers will generate a list on the board with at least 10-15 reasons as to how students can best use e-portfolios.

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GOAL 2 Teachers will learn and be able to make use of supportive technology that can assist them in teaching students how to create e-portfolios.

Objective 2.1 - Upon completion of the workshop, teachers will be able to locate and identify five different online e-portfolio portal examples that meet secondary students’ needs by sending an email to the instructor with links to the portals/examples.


1. Motivational A short video will be shown that features a person walking and looking lost. There are iron gateways along the side of the road that all require keys. The person walking has 50 keys in his pocket, and none of the keys fit the one gate he is trying to enter. This video will symbolize the importance of having the right key to open the right gateway. The internet is full of information and portals, and it can be easy to try to unlock the wrong gate. Teachers will be asked about tools they use to find information online that is geared towards secondary students’ needs.

2. Initial Presentation A PowerPoint presentation will go over information about different types of e-portfolio portals. The presentation will include information on how to assess whether a portal meets secondary students’ needs.

3. Generative Strategy Examples will be provided of a few e-portfolios that do not meet the needs of secondary students. Teachers will discuss the reasons these e-portfolios do not meet those unique needs of secondary students. They will then locate and identify five different online e-portfolio portal examples that meet secondary students’ needs by sending an email to the instructor with links to the portals/examples.

Objective 2.2 - Upon completion of the workshop, teachers will be able to identify at least three examples of how students can best collect their media for their e-portfolio as measured by listing the examples using a gallery walk in a group.

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1. Motivational Teachers will be shown a 1-2 minute YouTube video featuring gallery walk group work. They will then be shown a 1-minute video of different media that can be used in e-portfolios. These videos will provide a general overview used to familiarize the teachers with these concepts. Teachers will also be asked if they have participated in gallery walks.

2. Initial Presentation During a presentation, teachers will be shown different types of media examples that can be used with e-portfolios. Teachers will be asked to provide feedback on which media platforms they are familiar with or unfamiliar with. Based on responses, clarifications will be provided for media teachers may not be familiar with. Resources will be provided as a reference for media and e-portfolios.

3. Generative Strategy Teachers will be assigned to groups based on their performance area (i.e. arts, sports, etc.), and they will work together in a group using a gallery walk. Each group will discuss different ways that students can collect digital media. The groups will present their suggestions on the chart paper, leaving sufficient room for other groups. The instructor will tell the groups when to rotate to the next piece of chart paper. The groups will read the work of the other groups and add ideas, comments, suggestions, and questions to the paper. When complete, each group will read their chart paper and address any questions they have can be addressed by the instructor.

Objective 2.3 - Upon completion of the workshop, teachers will be able to identify at least two examples of how students can best store and manage their media or evidences over a long period of time as measured by a presentation to the class.


1. Motivational Teachers will be asked to speculate on some of the problems that may arise with storing and managing

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e-portfolios online. They will be asked the following questions. - Should schools be responsible for maintaining former students’ portfolios? - Do their schools have a policy about e-portfolios and storage/management? - What are some of the challenges when it comes to long-term storage of e-portfolios? - How do they manage personal or professional media? There will be a short class discussion about their responses.

2. Initial Presentation The instructor will conduct a presentation and walk the teachers through various websites that can be used to store and manage e-portfolios. During the presentation, teachers will be provided information about the importance of understanding user agreements for websites used to store/manage information.

3. Generative Strategy Teachers will be shown several examples of how students can store and manage their media and evidences over a long-period of time, and a few of the examples will be good while a few will be poor examples. They will not know which examples are good or poor. Teachers will be asked to write down the examples that may be poor, and there will be a short class discussion about what the poor examples were. They will also be asked what scenario would turn the poor example into a good example.

GOAL 3 Teachers will collaborate to establish learning outcomes based on actual classroom activities and assignments.

Objective 3.1 - Upon completion of the workshop, teachers will be able to demonstrate created learning outcomes for student e-portfolios for their classrooms as measured by submitting a rubric for student e-portfolios to the instructor.


1. Motivational Teachers will be asked their opinion on using a rubric with students for e-portfolios. They will be asked what an e-portfolio may look like if there was no learning

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outcomes or purpose in the creation of the e-portfolio. A short video example of an e-portfolio that does not have any specific learning outcomes will be shown (1-2 minutes).

2. Initial Presentation A short PowerPoint presentation that provides content on rubric development and learning outcomes will be completed. Examples of learning outcomes for student e-portfolios will be discussed for different performance areas.

3. Generative Strategy Teachers will be divided up into small groups of 2-3 persons, and they will discuss important learning outcomes for students based on their specific performance background. After discussing the learning outcomes, the small groups will work collaboratively on a rubric geared towards a student with their performance background.

Objective 3.2 - Upon completion of the workshop, teachers will be able to demonstrate classroom activities and assignments for student e-portfolios by creating/modifying a lesson plan demonstrated by submitting a revised lesson plan to the instructor.


1. Motivational Teachers will be asked to speculate how they think their students would respond to the use of e-portfolios in the classroom. Do they think students would be receptive to e-portfolios? Are there any challenges teachers may face with students trying to implement e-portfolios into their (students) learning plan?

2. Initial Presentation A PowerPoint presentation will include instruction for how teachers can create/modify a lesson plan geared towards e-portfolios for use with their students. While part of this workshop is to learn the technical aspects of e-portfolios, teachers also need to learn how to implement these with their own students in the classroom setting.

3. Generative Strategy Different learning plans will be reviewed, and teachers will revise a lesson plan for use of ePortfolios in the classroom with their students.

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Objective 3.3 - Upon completion of the workshop, teachers will be able to describe to the instructor how student e-portfolios can be used as an assessment tool.


1. Motivational Teachers will be asked to complete a short online poll about using e-portfolios as assessment tools. The poll will be anonymous, and the results will be provided immediately after teachers complete the poll. The instructor will have the poll up as it is being completed. The following questions will be asked in the poll: - Do you think e-portfolios should be used to assess student learning? - Have you used e-portfolios to assess students? - Should e-portfolios be on going? - Is assessment the same as a grade? Responses will be discussed after the poll.

2. Initial Presentation An overview of assessment and e-portfolio using concept maps will provide a picture of some of the differing opinions on how e-portfolios can be used to assess students. A few abstracts of research articles about assessment and e-portfolios will be shared with the teachers. Teachers will be provided with handouts that include online websites with information about e-portfolios and assessment.

3. Generative Strategy Using free concept map software, teachers will put together a small concept map, based on how they would use e-portfolios as an assessment tool. Teachers will then share their concept maps with a few other teachers and discuss the different ways they would use e-portfolios as a tool to assess students.

Objective 3.4 - Upon completion of the workshop, teachers will be able to locate and identify five different online e-portfolio examples that demonstrate learning goals by sending an email to the instructor with links to the portals/examples.

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1. Motivational At this point in the workshop since most of the concepts of what an e-portfolio is has been presented, teachers will be asked to reflect on whether they have different thoughts now regarding e-portfolios than they had at the beginning of the workshop. These thoughts can include their opinions of e-portfolios, and how they feel about them.

2. Initial Presentation Throughout the training, teachers have received instruction based on scaffolding principles. At this point in the workshop, teachers will be able to recognize and find good examples of online e-portfolios based on what information needs to be included in the layout. A review of the PowerPoint slide that includes this information will be reviewed. Teachers will be provided a simple checklist that can be used to assess e-portfolio layout. The instructor will then search one e-portfolio and complete the checklist with the teachers as a class.

3. Generative Strategy Using the simple checklist provided, teachers will be asked to locate and identify five additional online e-portfolio examples, which they will email to the instructor with links to the portals/examples. The teacher should check off the items they find in the e-Portfolios. Due to time, we are not going to require them to search for e-portfolios that meet all of these requirements. However, teachers will need to recognize what information potentially is lacking. The checklist will be an easy tool to use for this process.

GOAL 4 Teachers will be able to set up an electronic e-portfolio through step-by-step instruction for personal use and as an example to use in their classroom.

Objective 4.1 - Upon completion of the workshop, teachers will be able to demonstrate to the instructor they can set up and electronic e-portfolio for personal use and as an example to in their classroom.


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1. Motivational Teachers will be asked how they feel about setting up their own electronic e-portfolio. They will be asked about any challenges or barriers they may have with this process. Teachers will briefly discuss ideas for overcoming any challenges or barriers.

2. Initial Presentation The instructor will demonstrate a short sample of creating an e-portfolio. This example will include personal information of the instructor and how this information can be pieced together to form an e-portfolio. Teachers will be encouraged to ask questions throughout the presentation.

3. Generative Strategy Each teacher will set up his or her own practice e-portfolio. The instructor will check each person’s practice e-portfolio to ensure they are being set up correctly.

Objective 4.2 - Upon completion of the workshop, teachers will be able to demonstrate to the instructor they can add appropriate media to their electronic e-portfolio.


1. Motivational Teachers will complete an online poll to determine media use. The poll will be anonymous, and the results will be provided immediately after teachers complete the poll. The instructor will have the poll up as it is being completed. The following questions will be asked: - Are you comfortable with adding media to e-portfolios? - Have you added media to e-portfolios or online (i.e. blogs)? - Do you know how to successfully add media to e-portfolios or other online platforms (i.e. blogs)? Depending on the results of the poll, if a certain percentage does not feel comfortable with adding media to online platforms, more time will be spent on the basics during the initial presentation.

2. Initial Presentation The instructor will use his/her e-portfolio as a working example. Different media will be added, and the instructor will walk the teachers through each step with adding different media. The instructor will also provide an overview

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on how to capture videos and pictures with mobile devices, using short YouTube instructional videos.

3. Generative Strategy Each teacher will use their practice e-portfolio to practice adding media to their e-portfolio. The instructor will check to ensure the media is set up correctly.

Objective 4.3 - Upon completion of the workshop, teachers will be able to demonstrate to the instructor they can publish their electronic e-portfolio.


1. Motivational Teachers will be asked to speculate about potential troubleshooting issues they may have with trying to publish their e-portfolio. Some people feel more comfortable than other using technology, so it may be helpful for them to discuss potential troubleshooting issues before practicing.

2. Initial Presentation The instructor will show a few short instructional YouTube videos that provide step-by-step instructions on how to publish an e-portfolio. Teachers will also be provided with “screen-shot” instructions for how to publish an e-portfolio. This will provide them with a hard copy to refer to and a takeaway document for future reference.

3. Generative Strategy Each teacher will use his or her practice e-portfolio to practice publishing. The instructor will check to ensure the e-portfolio was successfully published and able to be viewed.

Materials for Training Program

• Computer lab with internet access for participants • Digital projector or SmartBoard for presenter • Chart paper and markers for informal presentations • Small handout with instructor’s contact information • Instructor account for an online portfolio tool (used to demonstrate building an e-

portfolio) • Multimedia presentation based on our topic analysis - will be used for front-loading

conceptual information

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Implementation Plan With many school districts pushing for the use of electronic portfolios, we designed this instructional unit as a voluntary in-service workshop. It could be implemented during a half-day professional development timeslot, about three hours. It could also be offered as a paid training in the evening of a regular school day. The workshop will be given during in-service days before students begin in the fall. Portfolios are the most effective when they are implemented over the long-term. Instructors and coaches who attend the training will be able to include e-portfolios as a regular part of the curriculum. It should not be something introduced at the end of the year, since it is not an activity, but a process. If it is successful, the district can offer it as a paid training on a weekday evening. For now, we will focus on the half-day in-service workshop. We will work with local administrators to secure a computer lab (or laptop cart with classroom) to host the training. The max capacity will be 25 people. Computers will be essential for learners to be able to engage with the material and begin to create their own portfolio as a model. Since much of the information will be new to the participants, we will front load conceptual information before practicing with the technical aspects of e-portfolios.

Schedule May 2013 - Coordinate with administrators in our schools and districts

- Schedule computer lab for use in August for an in-service day - Secure professional development recognition for participation

June 2013 - Conduct needs assessment - Include workshop in professional development schedules

- Inform educators that this will be offered (email, department meetings) July 2013 - Adjust task analysis and materials according to the needs assessment Aug. 2013 - Hold a one-day workshop

- Dates will vary according to different district schedules - Formative evaluations

Sept. 2013 - Summative evaluations

- Depending on the attendance and evaluation feedback, consider offering the workshop again

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References

JISCInfonet. http://www.jiscinfonet.ac.uk/infokits/e-portfolios/purposes/assessment-guidance.

Accessed on April 30th, 2014.

Lorenzo, G., Ittelson, J. (2005). An Overview of E-Portfolios. Educase Learning Initiative.

Accessed on April 13th, 2014.

http://www.case.edu/artsci/cosi/cspl/documents/eportfolio-Educausedocument.pdf

Morrison, G. R., Ross, S. M., Kemp, J. E., & Kalman, H. (2010). Designing effective instruction.

(6 ed.). Hoboken, NJ: Wiley.

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Appendix A

Needs Assessment Plan

Types of Information

What do you need to know?

Why do you need to know this?

Information Sources

Types of Procedures

(Instruments)

Optimals

• What are the possible uses of e-portfolios?

• What are the most

useful e-portfolio sites for educators and their students?

• What level of

proficiency are we trying to achieve?

• Will there be a follow-

up training or announcement of changes?

• To know which sites to reference and are user friendly for what the desired outcome is

• This will help identify what the needs are that will need to be addressed for the training.

• Technology changes quickly, new information that assists the educator is helpful.

• Instructor • Handbook • Manual • Teachers • Educators that

wish to use an e-portfolio within their classroom

• Educators that currently use e-portfolios in their classrooms within the district or neighboring districts

• Nearby colleges/universities (both admissions and technology ed departments)

• Surveys • Face-to-face

Interview • Focus

Group

Actuals

• *Who are utilizing e-portfolios?

• *What difficulties are

these people having? • *What do they want to

do with their e-portfolios?

• What classroom time is

• Who can be identified as a mentor?

• What assistance or training can be given to those users?

• Provided lesson plans could be

• Teachers • Administrators • Students


Interview

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being used? something to establish.

• Is there enough time in the classroom to incorporate usage of e-portfolios or is additional time needed.

Determining

Causes

• *Specifically, what factor(s) are generating a need for e-portfolio training?

• Is there another tool

that is currently being used?

• What is currently being used for students to keep track of information and accomplishments and how will this benefit them?

• Are there equipment issues?

• Are there enough resources?

• Teachers • Mentors • Administrators • Students - Past &

Present


Interview

Feelings

• *What is the teachers’ personal impression about e-portfolios?

• *What specific parts of

developing an e-portfolio that they feel are strengths?

• *What specific parts of

developing an e-portfolio that they feel are weaknesses?

• Are they excited and think it is something they will use after the training.

• How they see it will benefit them the most.

• What would they like to have additional training on?

• Instructor • Teachers • Mentors

• Surveys • Interviews

Possible Solutions

• *Are there existing resources that will help fill the gap?

• What additional training or assistance can be

• Mentors • Teachers

• Surveys

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• *Would multiple

shorter trainings be more effective than a single longer training session?

provided?

• How often trainings may be needed.

• Is individual assistance beneficial?

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Needs Assessment Instrument Faculty Survey

1. Indicate your level of proficiency with e-portfolios in each of the following areas.

Strongly Agree

Agree Neutral Disagree Strongly Disagree

I use e-portfolios in my classroom. 5 4 3 2 1

I know how to use the equipment required for e-portfolios.

5 4 3 2 1

I know how to upload media files onto an e-portfolio.

5 4 3 2 1

I know how to use all of the features in an e-portfolio.

5 4 3 2 1

I feel comfortable utilizing the features in an e-portfolio.

5 4 3 2 1

2. Please indicate what you feel are your strengths when using e-portfolios below:

__________________________________________________________________________________________________

__________________________________________________________________________________________________

3. Please indicate what you feel are your weaknesses when using e-portfolios below:

__________________________________________________________________________________________________

__________________________________________________________________________________________________

4. Do you think you could benefit from e-portfolio training? Why/Explain:

__________________________________________________________________________________________________

__________________________________________________________________________________________________

5. Please indicate what you would like to focus on during professional development with e-portfolios below:

__________________________________________________________________________________________________

__________________________________________________________________________________________________

6. In general, what training format do you find to be the most helpful? (Select one) _____One session; 1-2 hours _____Multiple sessions; 20-30 minutes each _____Other (please specify): _____________________________________________________________

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Formative Assessment: E-Portfolio Training Faculty Survey

1. Please indicate how much you agree or disagree with the following statements.

Strongly Agree


I am able to locate the information I need from the e-portfolio training materials.

5 4 3 2 1

It’s easy to locate instructional materials for any related topic from the e-portfolio training documents.

5 4 3 2 1

The content in the e-portfolio training materials is relevant to me.

5 4 3 2 1

The length of the e-portfolio training is appropriate.

5 4 3 2 1

2. Please indicate your overall feelings about the e-portfolio training you are attending:

__________________________________________________________________________________________________

__________________________________________________________________________________________________

3. How relevant is e-portfolio training for you? Explain why or why not.

__________________________________________________________________________________________________

__________________________________________________________________________________________________

4. If you were to change anything about the e-portfolio training you are attending what would it be?

__________________________________________________________________________________________________

__________________________________________________________________________________________________

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Summative Assessment: E-Portfolio Training Faculty Survey

1. Please indicate how much you agree or disagree with the following statements.

Strongly Agree


I am able to use the knowledge gained by the e-portfolio professional development to implement e-portfolios in my classroom.

5 4 3 2 1

I will use all of the information I have learned from the e-portfolio training as I implement them into my classroom.

5 4 3 2 1

The cost of the e-portfolio professional development presentation was well worth the money.

5 4 3 2 1

The format of the e-portfolio presentation was appropriate.

5 4 3 2 1

The length of the training session was adequate. 5 4 3 2 1

The objectives of the e-portfolio training were successfully met.

5 4 3 2 1

My school has access to all of the technologies that are needed to implement e-portfolios.

5

4

3

2

1

My understanding of e-portfolios increased after this training.

5 4 3 2 1

2. Please indicate your overall feelings about the e-portfolio training you attended:

__________________________________________________________________________________________________

__________________________________________________________________________________________________

3. What information would you have added to the e-portfolio training to make it more beneficial to you?

__________________________________________________________________________________________________

__________________________________________________________________________________________________

4. What information would you have left out of the e-portfolio training to make it more beneficial to you?

__________________________________________________________________________________________________

__________________________________________________________________________________________________

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Summative Assessment: E-Portfolio

Student Survey

1. Please indicate if you feel you agree or disagree with the below following statements. Strongly

Agree Agree Neutral Disagree Strongly

Disagree

I am able to access my e-portfolio when I would like.

5 4 3 2 1

I have added information to my e-portfolio.

5 4 3 2 1

I feel that I will use my e-portfolio in the future.

5 4 3 2 1

I have used my e-portfolio in a way that I feel is beneficial.

5 4 3 2 1

2. Please describe how you have used e-portfolios. __________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

3.Please describe your overall feelings about e-portfolios.

__________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

4.Please provide information about what you would have liked to learn more about e-portfolios.

__________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

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Appendix B (Sample Materials)

https://docs.google.com/presentation/d/1AttCOFTQMvzyVtilLqP68kAVdXr3ikrm-uC_sifOwbI/edit?usp=sharing

39


40


41


42


43


44


Electronic Portfolio KWL

Name:

What I Know What I Want to Know What I Learned

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Electronic Portfolio

Items to Include

46


Faculty Learning Goal

My learning goal for using Electronic Portfolio’s is:

(What learning will be done and when will it be done by?)

__________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

To achieve my learning goal, I need to learn:

(What specific information and skills will I need?)

__________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

To receive the information and knowledge, I will use:

(What specific resources will I use?)

__________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

To determine if I have reached the goal, I will:

(What evaluation will you use to determine if you have met the goal?)

__________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

To demonstrate that I have achieved the goal, I will:

(How will I prove that I have reached the goal?)

__________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Documents

Instructional,Systems,Design ShowcasingPerformance ......6 Showcasing Performance: Student E-portfolios Goal 2: Teachers will learn and be able to make use of supportive technology