This is a presentation for the Sloan-C Conference on Online Learning. It outlines the steps we've taken--and the challenges we've faced--creating an ePortfolio program at Bronx Community College, CUNY.
1. A New Path to Online Learning: ePortfolios at Bronx Community College Howard Wach Office of Instructional Technology howard.wach@bcc.cuny.edu JordiGetman-Eraso Honors Program Jordi.getman@bcc.cuny.edu 15th Annual Sloan-C International Conference on Online Learning October 30, 2009
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7. What Can ePortfolios Bring to Online Teaching for Faculty? For faculty, an online context for: Interdisciplinarity, “making connections” through faculty development activities Examination of instructional objectives and goals through course design Technology-based innovations: podcasts, embedded media, networked communication
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11. And for institutions… …ePortfolios can provide the architecture of assessment: An online archive of student work to be evaluated across time An organizational setting for standards, rubrics, articulated objectives for Externally accredited programs Internally measured programs Institution-wide curricula (General Education)
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15. Where Did We Begin?The Pilot Program, Fall 2008 Participation in the LaGuardia ePortfolio Seminar, 2007-2008 Determining a curricular strategy: Honors Program (cross-disciplinary, Gen Ed) Education Department (assessment) Digital Arts (portfolio-based, strong technology skills) Selecting a Platform. Our Criteria: Ease of use Education focus Per student cost Support costs Our choice: Digication
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17. Where Did We Begin?The Pilot Program, Fall 2008 IT integration. Our needs: Programming: Login procedure Student database BCC Website landing page IT help desk coordination Funding. Our reality: Slow track: Student technology fee Fast track: Title V grant
23. How Did We Start?February 2009 – Semester Begins Activating Student Accounts IT – Roster transfer activation ePortfolio Administrator control Tweaking technological/registration shortfalls Challenge of late registration Going live! February 1, 2009
24. How Did We Start?February 2009 – Semester Begins Student Training 1 hour introductory sessions Scheduling with faculty Lab scheduling coordinated with IT Sessions led by Howard and/or Jordi ePortfolio tutors available for in class sessions Course/technology specific training ePortfolio Lab Finding a space! Maximize tutor availability/minimize frustration
25. What Did We See? Faculty and Student Experiences Student Variations: The Transferring Student (Clara Fernandez) The Job-seeking Student (Audrey Rodriguez) The Self-Reflective Student (Jerry Naeem) Faculty Variations: Course management (Graphic Design) Portfolio assignments (History Outside the Textbook), and resources (eHerodotus) Scholarship/Professional Identity Assessment
26. Semester’s EndMay 2009 – Reaping the Benefits ePortfolio Student Showcase Faculty, student and administration participation Best ePortfolio competition/prizes Student Focus Groups Themes: competition, aspiration, academic focus (the Honors effect?) Lesson Learned – Remain student focused Survey said (n=51)… Platform use: 78% “very easy” or “fairly easy” Personal value themes: self-awareness, “audience”. Academic use: 51% said ePortfolio was “often integrated”; 43% said it “helped me learn”.
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28. Lessons Learned The importance of integration: relationship between the syllabus and the ePortfolio Sustaining continuity for students and faculty Assessment puzzles: necessity vs. simplicity The 2.0 challenge And finally, keep the student at the center: remember the power of aspiration
![[object Object],For students, an online context for: Learning: Interdisciplinarity, “making connections” across curricula Self-reflection, meta-cognition Ownership: Expressions of identity, aspiration, and achievement Understanding one’s online “audience” Community 2.0: Comments, tagging, categories Overcoming the commuter campus divide: Student clubs, project work, online](data:image/gif;base64,R0lGODlhAQABAIAAAAAAAP///yH5BAEAAAAALAAAAAABAAEAAAIBRAA7)