enhancing evidence-based elearning performance by teaching efolio thinking competencies enhancing...
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Enhancing Evidence-BasedEnhancing Evidence-Based eLearning Performance by Teaching eLearning Performance by Teaching
eFolio Thinking Competencies eFolio Thinking Competencies
Enhancing Evidence-BasedEnhancing Evidence-Based eLearning Performance by Teaching eLearning Performance by Teaching
eFolio Thinking Competencies eFolio Thinking Competencies
Bruno Kappes, Ph.D. Bruno Kappes, Ph.D.
Professor of PsychologyProfessor of Psychology
Psychology DepartmentPsychology Department
University of AlaskaUniversity of Alaska
Anchorage, AlaskaAnchorage, Alaska
Anchorage 2015Anchorage 2015
Bruno Kappes, Ph.D. Bruno Kappes, Ph.D.
Professor of PsychologyProfessor of Psychology
Psychology DepartmentPsychology Department
University of AlaskaUniversity of Alaska
Anchorage, AlaskaAnchorage, Alaska
Anchorage 2015Anchorage 2015
Teaching HistoryTeaching History
• University Teaching 42 yearsUniversity Teaching 42 years
• Live Television 10 yearsLive Television 10 years
• eLearning 15 yearseLearning 15 years
• 100+ eClasses in BB100+ eClasses in BB
• 300 Students per semester300 Students per semester
• 900 Students per year900 Students per year
Teaching HistoryTeaching History eLearning Classes eLearning Classes
• General PsychologyGeneral Psychology
• Abnormal PsychologyAbnormal Psychology
• Forensic PsychologyForensic Psychology
• Psychology of Stress and CopingPsychology of Stress and Coping
• Reactions Catastrophic Events-TraumaReactions Catastrophic Events-Trauma
eLearning as a eLearning as a Collaborative Constructivist Collaborative Constructivist
Process Process • Learn by doing (Dewey’s Philosophy)Learn by doing (Dewey’s Philosophy)
• Individuals make sense of personal learning Individuals make sense of personal learning thru experiencesthru experiences
• Learn to applying core concepts in a deep Learn to applying core concepts in a deep and meaningful mannerand meaningful manner
• eLearning Philosophy – Create a eLearning Philosophy – Create a
COI: COI: Community of InquiryCommunity of Inquiry
Community of InquiryCommunity of Inquiry(Garrison and Vaughan, 08 ) (Garrison and Vaughan, 08 )
Social PresenceSocial Presence
Cognitive PresenceCognitive Presence
Teaching PresenceTeaching Presence
Community of Inquiry FrameworkCommunity of Inquiry Framework
Selecting Selecting Content Content
SettingSettingClimateClimate
Educational Educational ExperienceExperience
Supporting Supporting DiscourseDiscourse
SocialSocial PresencePresence
CognitiveCognitivePresencePresence
Teaching Teaching PresencePresence
Community of Inquiry Community of Inquiry Social PresenceSocial Presence
−Key Concept Discussion Key Concept Discussion
−Participation feedbackParticipation feedback
−Movie discussion boardMovie discussion board
−PowerPoint class presentationsPowerPoint class presentations
−Collaborate – eLive SessionsCollaborate – eLive Sessions
−““All About Me”-Students’ IntroductionAll About Me”-Students’ Introduction
−Study GroupsStudy Groups
−Chapter Questions AreaChapter Questions Area
−
Community of Inquiry Community of Inquiry Cognitive PresenceCognitive Presence
−eWorkbookeWorkbook
−eTextbookeTextbook
−eLectureseLectures
−eFolio Thinking ProtocoleFolio Thinking Protocol
−Exams, Term Papers, PowerPointExams, Term Papers, PowerPoint
−Learning Units (Media, Quizzes)Learning Units (Media, Quizzes)
− Psych Links, Examples, RubricPsych Links, Examples, Rubricss
Community of Inquiry Community of Inquiry Teaching PresenceTeaching Presence
−Professor’s Blog & FeedbackProfessor’s Blog & Feedback
−Teaching Assistants FeedbackTeaching Assistants Feedback
−Learning ObjectivesLearning Objectives
−Rules and EtiquetteRules and Etiquette
−Academic Honesty / PlagiarismAcademic Honesty / Plagiarism
−Course Information QuizCourse Information Quiz
−Basic Skills for SuccessBasic Skills for Success
Matching Pedagogy to eActivityMatching Pedagogy to eActivity
Pedagogic GoalPedagogic Goal eLearning ActivityeLearning Activity ePortfolio ActivityePortfolio Activity
Presentation/ Organization
Project PP, Key Concepts, Reflection Paper
Process/Product
Creative Problem Solving
Assessment, Book Selections/Web site Reviews
Process
Independent Mastery Semester Project, PP Charting, Graphing, Personal Diaries
Process/Product
eFolio Teaching & Learning PhilosophyeFolio Teaching & Learning Philosophy
Selecting Selecting Content Content
EngagingEngagingOwnershipOwnership
Educational Educational ExperienceExperience
Supporting Supporting DiscourseDiscourse
Social PresenceSocial Presence
CognitiveCognitive PresencePresence
Teaching PresenceTeaching Presence
Student/PeerStudent/Peer Teaching & Learning Teaching & Learning
Presence*Presence*
Setting Setting ClimateClimate
eFolio Thinking PhilosophyeFolio Thinking PhilosophyStudent/Peer Teaching & Learning PresenceStudent/Peer Teaching & Learning Presence
−Professional examplesProfessional examples
−Personal examplesPersonal examples
−Academic examplesAcademic examples
−Past learning examplesPast learning examples
−Peer responsesPeer responses
−PowerPoint PresentationsPowerPoint Presentations
Structured eFolio Thinking Structured eFolio Thinking – Six P’s– Six P’sStudent/Peer Teaching & Learning PresenceStudent/Peer Teaching & Learning Presence
(Kappes, 2012)(Kappes, 2012)
• PPresent Conceptresent Concept
• PProfessional Examplerofessional Example
• PPersonal Exampleersonal Example
• PPrior Learningrior Learning
• PProvide Referencesrovide References
• PPeer Feedbackeer Feedback
Table 1 eFolio Thinking ProtocolTable 1 eFolio Thinking ProtocolExperiential Learning Experiential Learning eFolio ThinkingeFolio Thinking
Goals & SkillsGoals & Skills ProcesProcesss
& Product-6P’s& Product-6P’s
Engagement, Ownership Select Present Key Concepts
Critical Thinking, Discrimination Collect Professional Examples
Personal Meaning, Relevance Reflect Personal Examples
Understanding Relationships Connect Prior Learning
Ethics, Acknowledgement Respect Provide Sources
Social and Teaching Presence Response Peer/Instructor Feedback
Table 2 Table 2 Assignment Demand Characteristics: Assignment Demand Characteristics:
Exams versus eFolio ThinkingExams versus eFolio Thinking
Assignments - EXAMSAssignments - EXAMS Assignments – eFolio ThinkingAssignments – eFolio Thinking
Objective Subjective
Timed Test Essay
Select, Eliminate, Guess Organize, Construct, Present
Knowledge Based Skill Set Based
Instructor-Centered Student-Centered
Teaching Focus – Top Down Learning Focus – Bottom Up
Assessing Assessing Final Paper AssignmentsFinal Paper Assignments
• Reflection PaperReflection Paper
• Critical Thinking PaperCritical Thinking Paper
• eFolio Essay PapereFolio Essay Paper
Educational GoalsEducational GoalsReflection PaperReflection Paper
• Review personal thoughts, opinions and feelings in a 300-500-word essay based on observations of their individual progression throughout the course. Students reexamine their knowledge and insights by developing a personal perspective thereby establishing meaningful relevance of their new learning. Paper is subjectively-focused and evaluates their ability to articulate insights and observations of their unique growth.
Educational GoalsEducational GoalsCritical Thinking PaperCritical Thinking Paper
• Select three specific topic areas and provide three 300-word essays from the possible 12 learning units. Discuss the course material intellectually with regards to meaning and content understanding. Demonstrate evidence of having acquiring the learning objectives. Paper is objectively-focused and evaluates their ability to articulate their knowledge of the course content.
Educational GoalsEducational GoalseFolio Thinking Essay PapereFolio Thinking Essay Paper
The eFolio Thinking Essay will consist of three separate sections; each section will be devoted to a selected Learning Objective. This will basically look like three separate Unit Key Concept Posts on three separate pages of the same assignment. Each section is worth 20 points: 4 points per process (4 points x 5 processes) totaling a maximum 60 points for the 3 sections (20 points x 3 sections). Each section should be approximately 200-300 words. Entire essay should be approximately 600-900 words. Use the eFolio Thinking Protocol as your guide.
Table 1 eFolio Thinking ProtocolTable 1 eFolio Thinking ProtocolExperiential Learning Experiential Learning eFolio ThinkingeFolio Thinking
Goals & SkillsGoals & Skills ProcesProcesss
& Product-6P’s& Product-6P’s
Engagement, Ownership Select Present Key Concepts
Critical Thinking, Discrimination Collect Professional Examples
Personal Meaning, Relevance Reflect Personal Examples
Understanding Relationships Connect Prior Learning
Ethics, Acknowledgement Respect Provide Sources
Social and Teaching Presence Response Peer/Instructor Feedback
Student Participants NumbersStudent Participants Numbers by Year Over Semesters by Year Over Semesters
TOTAL N = TOTAL N = 671671
• Fall 2011 Semester (n=199)Fall 2011 Semester (n=199)
• Spring 2012 Semester (n=222)Spring 2012 Semester (n=222)
• Summer 2012 Semester (n=98)Summer 2012 Semester (n=98)
• Fall 2012 Semester (n=152)Fall 2012 Semester (n=152)
Table 4 Table 4 2011 Fall Semester2011 Fall Semester
Grades by Exam vs. Paper ResultsGrades by Exam vs. Paper ResultsCOURSECOURSE NN Exam1Exam1 ExamExam
22ExamExam
33Reflection Reflection
PaperPaper
General Psychology
Sec.1
83 r = .21 r= .21 r= .19 r = .17
General Psychology
Sec.2
71 r = .18
r= .21 r= .16 r = .23
(p<.05*, p<.01**)
Abnormal Psychology
345
46 r =- .13 r= .02 r = .33*
Table 5 Table 5 2012 Spring Semester2012 Spring Semester
Grades by Exam vs. Paper ResultsGrades by Exam vs. Paper ResultsCOURSECOURSE NN EXAMEXAM
11EXAMEXAM
22EXAMEXAM
33Critical Critical
Thinking Thinking PaperPaper
General Psychology
Sec.1
80 r = .11 r= .11 r= .14 r = .29*
General Psychology
Sec.2
93 r = .15
r = .10 r = .10 r = .33*
(p<.05*, p<.01**)
Abnormal Psychology
345
49 r = -.34 r= -.26 r = .37*
Table 6 Table 6 2012 Summer Semester2012 Summer Semester
Grades by Exam vs. Paper ResultsGrades by Exam vs. Paper ResultsCOURSECOURSE NN EXAMEXAM
11EXAMEXAM
22EXAMEXAM
33Critical Critical
Thinking Thinking PaperPaper
General Psychology
59 r = .28 r= .17 r= .18 r = .32*
Abnormal Psychology
345
39 r = .24
r= .16 r = .40*
( (p<.05*, p<.01**)
Table 8 Table 8 2012 Fall Semester 2012 Fall Semester
Grades by Exams vs. Paper ResultsGrades by Exams vs. Paper ResultsCOURSECOURSE NN EXAMEXAM
11EXAMEXAM
22EXAMEXAM
33eFolio eFolio
Thinking Thinking EssayEssay
General Psychology
Sec.1
60 r = .31* r= .42** r= .41** r = .39**
General Psychology
Sec.2
49 r = .07
r = .03 r = .12 r = .40**
(p<.05*, p<.01**)
Abnormal Psychology
345
43 r = .26 r= .34* r = .33*
Benefits of eFolio ThinkingBenefits of eFolio Thinking: : Product Perspective ProvidesProduct Perspective Provides
Abnormal PsychologyAbnormal Psychology• Better GradesBetter Grades• Positive Course Exp. Positive Course Exp. • Learning Evidence viaLearning Evidence via
eFolio Thinking PapereFolio Thinking Paper
Weekly Key ConceptsWeekly Key Concepts
Term PaperTerm Paper
PowerPoint PresentationPowerPoint Presentation
General PsychologyGeneral Psychology
•Better GradesBetter Grades
•Positive Course Exp.Positive Course Exp.
•Learning Evidence viaLearning Evidence via
eFolio Thinking PapereFolio Thinking Paper
Weekly Key ConceptsWeekly Key Concepts