DRAFT: This module has unpublished changes.

My first experience with eportfolios and student assignment.  I've come a long way.

 

Where it all started for me:

Educational Psychology was my favorite subject and topic of discussion in graduate school.  Ryan and Deci and their intrinsic motivational theory on self-determination made sense to me as an educator.  I began studying their research and applying learning strategies to promote the development of self-determined learning behaviors in my students.  One gloomy, wintery Monday, as I was exploring emerging classroom technologies in my Teaching Learning Center at Dutchess Community College, I stumbled upon Epsilen, an eportfolio tool and social networking community for educators and students.  This application made sense. Suddenly the sun burst through the clouds as I remembered Ryan and Deci and their Self-Determination research in education.  Could this be a tool to facilitate self-determined learning behaviors with our students?  I had an eportfolio from graduate school, but it was designed with Microsoft Frontpage and resided on a CD in a packing box at home.  Epsilen was free and resided in the Cloud.  So began my passion for promoting self-determination and lifelong learning with eportfolios that lived in the Cloud.


The Pilot:

Teaching Learning Center – Partnerships in Technology

 The Teaching Learning Center (TLC) Partnerships in Technology provides participating Dutchess Community College students with the practical career experience in the analysis, design, development, implementation and evaluation of technology in a professional work environment.

 

Student partners learn to plan, customize and incorporate technology in the workplace.  They are provided the opportunity to acquire professional critical analysis, planning, organizational, management, communication, social and operational career skills in a real departmental setting.  This career-focused program involves student-centered learning and is based on the University Of Akron College Of Education’s e-Portfolio in Instructional Technology design and the self-determination and intrinsic motivation models designed and researched by Richard Ryan and Edward Deci, Department of Clinical and Social Services in Psychology, University of Rochester.


“To be self-determined is to endorse one’s actions at the highest level of reflection.  When one is self-determined, people experience a sense of freedom to do what is interesting, personally important, and vitalizing.”

                                                                -Ryan and Deci 

                                                                 www.psych.rochester.edu...

Student partners will complete the program with a practical understanding of the role and use of technology in their professional area of specialization and complete a professional resume and e-Portfolio that demonstrates their knowledge of technology in education and the workplace. 

The Partnerships program currently involves 10 student partners enrolled in the Computer Information Systems, Computer Programming Sciences, and Business Technologies degree programs at Dutchess Community College (DCC).  The Partnership program envisions expanding to 20 students in the 2007-08 academic year and hopes to serve as a model for other DCC departmental uses of student-aides.  Students are eligible for the program while enrolled in credited courses at Dutchess Community College.  The program assumes that the student will participate over a 2 year period while working towards an associate degree at Dutchess Community College.  Students are not required to be enrolled in classes during the summer session.  They must complete the spring session prior to summer break in order to participate through the summer.  Incoming freshmen are eligible to participate two weeks prior to their first semester of enrollment.

Components of the Partnerships in Technology Program -

Peer-to-Peer Training
Student partners are responsible for training new student partners coming into the program.  Student partners are trained initially and guided by the Director of the Teaching Learning Center.  Students will be responsible for the analysis, design, development and evaluation (ADDIE) of training sessions and learning modules for new partners in the program.
 

Fridays are set aside for training and development sessions for Director, staff and students.  DCC faculty and staff are invited to participate.

Outcome – Students are trained in the professional discipline of instructional technology and design in higher education.  Students will realize analytical, cooperative, collaborate, management, leadership, training and social skills needed in the workplace. 

 

TLC Student-Faculty Partnerships in Technology
The TLC Partnerships in Technology program strives to provide DCC faculty and professional staff with the assistance needed to incorporate various formats of technology to support teaching and administration in higher education.  Each student-faculty/staff partnership will develop a plan for bringing appropriate uses of technology into the faculty members' teaching curriculum. Student will be expected to partner and assist faculty/staff members at DCC with the following:

  • Analyze and learning the appropriate technologies (software applications) needed to accomplish their course-related or management technology project
  • Become aware of the other technology resources and facilities available to them on campus for future use
  • Develop the faculty members overall technological skill set
  • Be available to train, support and help with production work as needed
  • Reflect as a student/faculty team on the technology as it enhances learning for the students, faculty and support staff in the classroom, workplace and personal life.

 

The TLC Partnerships in Technology program is a faculty/staff development program to address the increasing need to incorporate educational technology into the classroom and academic/support departments in higher education. Technology, when appropriately implemented, can serve as a highly effective supplementary teaching and management tool. The partnering of a TLC student technology advisor with a faculty and/or professional staff member attempts to bridge the gap between traditional technological methods and the cutting-edge multimedia applications available to support, organize, manage and deliver course content and administrative information.  The goal of each partnership is to empower the student and faculty member with an understanding and customized use of current and emerging technology as tools to organize, manage, and delivery course content and administrative material in an effective and efficient manner.
 

Partnerships projects include (but are not limited to) the design, training and support (troubleshooting) for faculty and staff with

  • course management sites (i.e. Blackboard)
  • academic websites and Web 2.0 applications
  • with current and emerging multimedia and imaging applications for presentations and communication
  • the design, training and support for office applications, email and electronic file management
  • electronic forms and databases for classroom management, research and evaluations purposes.

Outcome – Students will realize analytical, cooperative, collaborative, management, leadership, training and social skills need in the workplace.

 

 TLC Student-Faculty Partnerships in Technology Resume and e-Portfolio
Student partners will develop a professional resume and e-Portfolio documenting their abilities to analyze, design, develop, implement and evaluate the use of technology in the workplace.

 

Outcome – The professional resume and e-Portfolio will serve as a job search tool to demonstrate their knowledge, skills and experience with planning and developing various formats of technologies for the workplace.  This final outcome serves as an intrinsic motivator for the self-determination of the student to perform in an independent, reliable, professional manner in the TLC lab environment and to complete the program.  The e-Portfolio journals the creativity, critical analysis and professional work the student is capable of performing in a work environment to the student (self-esteem and self-confidence), as well as prospective employers.

 

 

Student Partnership Policy and Philosophy

 

  • Live and let live, being relaxed and comfortable with everyone and everything that walks through the door. 
  • Each day is a special event to be received in a unifying way. 
  • Treat the world with the same respect and love you want for yourself.
  • Learn something new today and pass it on. 
  • Be filled with the satisfaction that you are a key part of the education process. 
  • You can spark faculty to engage students to learn. 
  • You could influence educational practice for generations to come.  That’s eternal.  That’s immortality. 
DRAFT: This module has unpublished changes.

TLC Student-Aide e-Portfolio and Resume Guidelines

 

Purpose:
The preparation of your e-portfolio and resume will help you synthesize much of the technology and administrative skills you have learned, as well as create one cohesive package that demonstrates the skills, knowledge and experience you bring to the job market. If you are continuing your education at a 4 year college or choose to enter the job market, the e-portfolio will serve as a record of what you learned during your work experience as a student-aide in the TLC.  The portfolio demonstrates your ability to analyze, design, develop, implement and evaluate the use of technology in the workplace.  Your products/programs will center on peer-to-peer training, office and technology lab management, and student/faculty partnerships in multimedia design, training and assistance.   


Project Category #1
Technology Leadership and Professional Development.

You will demonstrate leadership and practice that requires critical inquiry and professional development in planning and managing technology for the workplace. You will demonstrate knowledge of past, present and future trends in instructional technologies.   Examples would be strategic planning, procedures, policies, proposals, research, and presentations for the analysis, design, development, implementation and evaluation of various technologies for specific departmental and educational uses.  

You will demonstrate that you have acquired the skills necessary to develop a variety of instructional materials through peer-to-peer instruction and mentoring from other students in the program.

Project Category #2
Technology in the Workplace.
 

Help Desk - You will develop a variety of media (including print, audiovisual, computer-based, and integrated technologies) to deliver instruction and help to faculty and staff (e.g., samples of tools and technologies designed to meet specific needs and objectives).

You will demonstrate the ability to organize and manage projects and resources in support of departmental operations and training.



Project Category #3
Technology and Instructional Development.

Peer-to-Peer Training Model - You will design and manage instruction (or human performance strategies) to train and mentor new student partners entering the program. You will work collaboratively with other students partners in the design of training modules, web documents and workshops (face-to-face and online) to train and assist the faculty with various multimedia formats that support course delivery and classroom management.   The student will show evidence of analysis of the problem and/or desired outcome, awareness of unique learning characteristics of intended learners and implications for instruction, selection and implementation instructional strategies consistent with analysis of the learning situation/environment and intended learners, selection and justification of appropriate medias, and evidence of both formative and summative evaluation strategies
(ADDIE Model -Analysis --> Design --> Development --> Implementation --> Evaluation)

Product Category #4

Technology and Product Development – Student-Faculty Partners

You will form project partnerships with faculty and staff. The Partnerships in Technology program strives to provide DCC faculty and staff with the assistance needed to incorporate various forms of technology to support their course delivery and management methods.

You will learn to recognize and access

  • faculty member's needs and stressors
  • strategies for facilitating faculty and staff learning
  • educational technology (i.e. Power Point, Web Pages, Blackboard, etc)
  • best practices in the use of educational technology


You will help members of the DCC faculty and staff by

  • demonstrating how to use the appropriate technologies needed to accomplish their course-related and/or administrative technology project
  • making them aware of the other technology resources and facilities available to them on campus for future use
  • helping to develop their overall technological skill set
  • being available to not only train, but assist them with production work as needed.

    e-Portfolio Items – Main Menu

1. Career Mission Statement & Reflection letter. You will compose a personal career mission statement and write a 1 to 2 page reflection letter on your work experience in the TLC.  You will clearly explain your professional goals and how the e-portfolio relates to those goals.   The TLC Director will include a reflection paper on what you have learned in the program and how you have developed professionally.


2. Resume
. You will develop a résumé detailing your professional and academic experience and credentials.  A template is provided.

3. Categories.  List the 4 categories on your main menu.  Sub-Menus - The e-portfolio should include at least four products in each project category in addition to the capstone project. You will review, evaluate, and identify works that reflect achievement of Instructional Technology standards and demonstrate continued improvement of professional workplace practice through critical inquiry, professional development, and reflective practice.  Each product/project must include a Product Report.

The Product/Project Report-
Each product selected for inclusion in the e-portfolio must be accompanied by a report. The Project Report is a reflective paper consisting of four sections:


  1. Product/Project Description. Provide a 1-paragraph description of the product.
  2. Responsibilities Met. Identify the portfolio project categories met through development of the product.  (1 paragraph for each project category)
  3. Lessons Learned. Reflect on lessons learned as they relate to your professional goals and next steps in learning. (1 paragraph for each lesson)
  4. Faculty/Staff Evaluation.  A short reflection from the assisted faculty or staff member should accompany the report.

    Matrix Menu

    You will develop a 1-page matrix (in html or php format) that serves as the advance organizer for the e-portfolio. It should clearly illustrate how each product of the e-portfolio meets one or more project categories. The top row lists the 4 categories. The right column lists the projects/products selected by the student to fulfill each responsibility. The Xs, identify which category is addressed by each product.

    The Matrix is placed at the end of the e-Portfolio display.  See example on the next page.

Matrix Development

 

Develop a 1-page matrix (in html format) that serves as the advance organizer for the e-portfolio. It should clearly illustrate how each product of the e-portfolio meets one or more project categories. The top row lists the 4 categories. The right column lists the projects/products selected by the student to fulfill each responsibility. The Xs, identify which category is addressed by each product.  Create a hyperlink from the name of each product listed under Category to the actual html page displaying the product in your e-Portfolio.  The Matrix Menu is displayed at the end of the e-Portfolio.

 

Category

1

2

3

4

Product 1

x

.

x

x

Product 2

..

x

.

x

Product 3

x

.

x

x

Product 4

.

x

.

x

Product 5

x

 

 

 

Product 6

 

x

 

 

Product 7

 

x

x

 

Product 8

x

 

 

x

Product 9

x

.

x

.

Product 10

x

 

 

 

Product 11

 

x

 

 

Product 12

 

x

x

 

Product 13

 

x

 

x

Product 14

x

 

x

x

Product 15

x

x

 

 

Product 16

 

x

x

x

Capstone

.

x

x

x

DRAFT: This module has unpublished changes.