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e-Learning for Educators
Course Information



Using Digital Portfolios to Foster Student Learning**
 
Course Description
    

In this course participants will learn how to utilize Google Sites to develop student-based or classroom-based e-Portfolio’s as an alternate form of assessment as well as to showcase student work. Participants will learn what e-Portfolio’s are and discuss the benefits and uses of them as a teaching and learning tool. Participants will have hands-on practice using Google Sites to create an ePortfolio with best practice elements. Finally, participants will evaluate the classes they teach  to ensure that their students will have artifacts aligned to course objectives/standards that are ePortfolio-ready!

**This course will require that participants hold WV certification and are employed as a classroom teacher or school administrator. 
 

 
Course Syllabus
    

Overview

In this course you will learn how to utilize Google Sites to develop student-based or classroom-based e-Portfolios as an alternate form of assessment as well as to showcase student work. Learn what e-Portfolios are and discuss the benefits and uses of them as a teaching and learning tool. You will have hands-on practice using Google Sites to create an 
e-Portfolio with best practice elements. Finally, you will evaluate your own courses to ensure that your students will have artifacts aligned to your course objectives/standards that are ePortfolio-ready!

Goals

http://wvlearns.k12.wv.us/content/EfE/Portfolio_Fall_2014/images/spacer.gif?_&d2lSessionVal=jQpMphr1bMtS5OT1SHupGRtGF&ou=15337By the end of this course, participants will understand:

Compare and contrast benefits and types of e-Portfolios.

Develop course level learning outcomes using Blooms Taxonomy Verbs.

Create an e-Portfolio using Google Sites.

Identify ways to ensure artifacts are e-Portfolio ready.

Review and discuss student motivation strategies.

Create an artifact map based on course objectives or standards.

Discuss pros & cons when moving students’ evidence of learning online.

Create artifacts using Google Docs.

Publish artifacts using Google Sites.

Apply best practice artifact reflection techniques.

Construct a plan for incorporating reflection in e-Portfolios.

Reflect on learning using Google Sites.

Course Organization

This course includes several different activity components, all of which are described below. During each session, you will participate in a unique collection of these activity components, depending on the particular focus of that session.


Read

When you see this icon you will be reading relevant articles, resources, and instructional materials
 that will help inform your online course development process.


Activities

When you see this icon you will be completing activity-based curriculum and inputting various
 components of your course content into course project.


Discuss

When you see this icon you will be using the online discussion board to share ideas, resources,
 and thoughtful conversation with your fellow course participants and facilitator.

Prerequisites

This professional development course is designed for K-12 teachers. Participants in this course will design and implement an e-portfolio during this course. Participants are expected to have regular access to computers and be able to download and upload files. Although not a requirement, high speed Internet access definitely enhances the online experience. Participants should be proficient with using email, browsing the Internet and navigating through computer files. Access to Microsoft Office is recommended.

This course also requires that you have a Google Apps account via the WVDE WebTop if you have an access.k12.wv.us email account--or-- via a Google account if you do not have an access.k12.wv.us email account.

Format and Requirements

This workshop is divided into six one-week sessions which each include readings, activities, and an online discussion among workshop participants. The time necessary to complete each session is estimated to be 6.5 hours to 7 hours.

The outline for the workshop is as follows:

Session One

Introduction

Session Two

Collection

Session Three

Selection

Session Four

Reflection

Session Five

Publication and Feedback

Session Six

Ready, Set, Go!

During Session One participants will create a Google Site, add required pages to the Google Site and share their Google Site portfolio with their course facilitator.
During Session Two participants will create a concept map with at least three projects/activities and three artifacts to be included in their e-portfolio. Participants will also determine the purpose of their students' e-portfolios.
During Session Three participants will add a resume and a video to the Google Site e-portfolio. Participants will also include information regarding their school, classroom and students in their e-portfolios. 
During Session Four participants will develop e-portfolio goals and continue the reflection process.
During Session Five participants will prepare for and complete peer-reviews of colleagues' e-portfolios.
During Session Six participants will initiate their e-portfolio plan with students.

Assessment

Course Requirements
Participants will:
1. Create an e-portfolio following session guidelines (Session 1-6)
2. Share their e-portfolio with the course facilitator (Session 1-6)
3. Initiate e-portfolios with students. (Session 6)
4. Observe the eLearning Participant Memorandum of Understanding (MOU) (Orientation -Session 6)
5. Follow copyright guidelines (Orientation -Session 6)
The work for this course will require approximately six and a half to seven hours per week to complete the readings and activities in addition to working on the project.

Assignments and Discussions

Readings and Activities: Participants are expected to complete the required course readings and activities as posted in each of the session assignment pages. Optional readings may also be completed, but are not mandatory. There is a required orientation quiz and both pre-course and post-course surveys.

Orientation Quiz & Workshop Surveys: Participants must complete an Orientation Quiz with a score of 90% or higher.  In addition, participants are expected to complete both a pre-course and a post-course surveys. The Orientation Survey is to be completed by Sunday during the Orientation Session and the Final Survey is to be completed by Sunday during Session Six.

Discussion Participation: Participants will be evaluated weekly on the frequency and quality of their participation in the discussion forum.  Participants are required to post a minimum of one substantial original posting each session in response to the discussion prompt for that session by Sunday evening. Participants are to respond thoughtfully to a minimum of two colleagues' original postings each session by Monday evening. They are to read all original messages by course participants and enough additional responses to make a total of 50% of the messages posted for that session by Tuesday evening. Postings will be evaluated on their relevance, demonstrated understanding of course concepts, examples cited and overall quality.  

Copyright and Plagiarism

All resources referenced during the course will be properly documented. Copyright guidelines are to be observed throughout the course project and all course activities.  All work associated with course projects, course assignments and course discussions will be original to each course participant. Fair use does not apply to the course project. 

Plagiarism, the reproduction of all or any part of another individual’s or organization’s work, by a course participant of work associated with the course project or other course assignments at any point during the course will result in no credit being awarded for the course.

Grades

All grades in the course gradebook must be a "C" for successful course completion.  A grade of "C" indicates that all work has been completed and the work meets the expectations for that assignment.
The grade scheme for this course will be:
C = all work meets the guidelines provided
I = the work submitted is incomplete and/or does not meet the guidelines provided
N = no work has been submitted Certificate of Completion

 

Upon successful completion of this course, Using Digital Portfolios to Foster Student Learning, participants will receive a Certificate of Completion documenting successful completion of the course requirements. Certificates are distributed to each qualifying participant by attachment to the final project dropbox after the completion of the course.

Non-degree Graduate Credit Information

Participants in this course are eligible to receive non-degree graduate credits from either West Virginia University, Marshall University or Concord University. Credits will be awarded at the end of the semester. Additional information is available on the course News/Welcome Page.

Content and Technology Standards

This course is aligned to the following ISTE NETS-T standards:

I. Facilitate and Inspire Student Learning and Creativity

Teachers use their knowledge of subject matter, teaching and learning, and technology to facilitate experiences that advance student learning, creativity, and innovation in both face-to-face and virtual environments. Teachers:

a. promote, support, and model creative and innovative thinking and inventiveness.

b. engage students in exploring real-world issues and solving authentic problems using digital tools and resources.

c. promote student reflection using collaborative tools to reveal and clarify students' conceptual understanding and thinking, planning, and creative processes.

d. model collaborative knowledge construction by engaging in learning with students, colleagues, and others in face-to-face and virtual environments.

II. Design and Develop Digital-Age Learning Experiences and Assessments

Teachers design, develop, and evaluate authentic learning experiences and assessment incorporating contemporary tools and resources to maximize content learning in context and to develop the knowledge, skills, and attitudes identified in the NETS•S. Teachers:

a. design or adapt relevant learning experiences that incorporate digital tools and resources to promote student learning and creativity.

b. develop technology-enriched learning environments that enable all students to pursue their individual curiosities and become active participants in setting their own educational goals, managing their own learning, and assessing their own progress.

c. customize and personalize learning activities to address students' diverse learning styles, working strategies, and abilities using digital tools and resources.

d. provide students with multiple and varied formative and summative assessments aligned with content and technology standards and use resulting data to inform learning and teaching.