CUNY ONLINE

BACCALAUREATE

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ePortfolios and Metacognition inthe CUNY Online Baccalaureate –Basic

Research Methods

Barbara Walters, Consortial Faculty, CUNY Online Baccalaureate

Ellen Smiley, Academic Director of the CUNY Online

Sarah Morgano, ePortfolio Communication Coordinator

William Bernhardt, Consortial Faculty, CUNY Online Baccalaureate

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ePortfolios and Metacognition

Web 2.0 tools facilitate shared knowledge, reflection, and metacognition among CUNY Online Baccalaureate students in a research methods learning community. E-Portfolio modeling encourages ownership transfer and thoughtful self-navigation of program learning goals, targeted in course objectives and assignments. Examples highlight tiers in a scaffolded series of competencies that are pre-requisites to capstone projects in our Communication and Culture concentration.

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CUNY Online Baccalaureate

Steering Committee for Online Resources and Education (S.C.O.R.E.) 2005

CUNY Online Baccalaureate: Fall 2006 Designed for “degree completers” Single cross-disciplinary concentration:

Communication and Culture Expanded in initial year from 250 students in 30

sections of 17 courses to 400 students in 62 sections of 50 courses

B.S. in Business, Spring 2008; M.S. in Business Management and Leadership, Fall 2009

Spring 2010, over 750 students enrolled in 67 classes across three degree programs

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The CUNY Online Baccalaureate: Intentional Teaching and Learning

Clear Goals Institutional Mission Program Goals Curriculum Development Course Objectives

Pedagogy Deep learning – non-content teaching and learning

goals (Keith Roberts) Constructivist learning -- WAC and WID (Bloom, Perry

and Bean) Reflection and Self-Navigation (John Dewey and Lev S.

Vygotsky) Communities of Practice – Learning Communities

Assessment and Evaluation

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Visible Knowledge and ePortfolios in the CUNY Online

Goal: Inclusion of all students in the program Use of ePortfolios to mirror, map and

communicate progress Reflection and Social Networking

ePortfolios and Communities of Practice Blogs Wikis Expo Digication

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Intentional Teaching and Learning*

“If you don’t know where you want to go, you might end up somewhere else.”

Yogi Berra

Photo Credit: Yogi Berra’s game-worn jersey, Photography Collection, The Glory Days: New York Baseball 1947-1957, and exhibit from Museum of the City of New York, which ran from June 27 to December 31, 2007. Used under a Creative Commons “Attribution/Noncommercial/ No-Derivative Works”

*Cf. Andrea Leskes, AACU, 2005, CUNY Research Seminar 7

The Cycle of Intentional Practice*

* Adapted from Andrea Leskes, AACU, 2005, CUNY Research Seminar

ProgramGoals/Outcomes/

Objectives

Curricular Design

Course Objectives

Pedagogy

Mission

Assessment/Reflection

We are here

Double Loop Learning

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This course title and sequence have changed as a result of

this double-loop learning.

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Intentional Teaching and Learning

TEACHERS AND ADMINISTRATORS

LEARNERS

Clear program goals Clear learning goals Alignment between

mission, guiding principles, goals, assignments and assessments

Self-directed Aware of the

process Integrative Adaptive

Adapted from Andrea Leskes, AACU, 2005, CUNY Research Seminar

Open system

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Visible Knowledge

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Visible Knowledge

Basic Competencies: Fall 2008 Course redesign Assessment

Course Goals and Objectives: meetings in teams

Transparent assignments and assessments

Faculty Development or Community Building around Basic Principles

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Academic Portfolio: Basic Competencies

I. Inquiry and Critical ThinkingII. CommunicationIII. Cultural Diversity and Social

ResponsibilityIV. CreativityV. Teamwork and LeadershipVI. Knowledge Base

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Academic Portfolio: Basic Competencies and Course Matrix

Basic Competencies

CC 401

CC 403

CC 404

CC 405

CC 406

CC 407

CC 408

CC 409

CC 411

CC 499

I. Inquiry & C. Thinking

X

II. Comm. X

III. Cult. Div. & Soc. Resp.

X

IV. Creativity

X

V. Teamwork & Leadership

X

VI. KnowledgeBase

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ePortfolios and Reflections

Fall 2008 Expo Pilot Summer 2009 Digication Pilot Ongoing Communities of Practice

Discussion Forums Blogs Wikis Expo ePortfolios

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Blogs and Wikis

Blackboard has always had the discussion board, but new tools allow new outlets for student contributions in online courses: blogs (collective or individual) and wikis. How can these tools be used effectively (and non-redundantly) in the Blackboard environment?

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Learning ObjectsBlogging Inside Blackboard

Enables journal style entries separated and tagged by name, date, and time, appearing in reverse chronological order

Allows students to create web-based diaries or other types of web records

Possibilities include documents, links, images, plus a comments feature

Journal, viewing, and comments can be open to individual students, groups, or entire class

Tool for reflection

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ENG 101 College Writing

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Learning Objects Wikis inside Blackboard

An effective tool for collaborative student website authoring: think Wikipedia

Provides a venue for teamwork and reflection

Facilitates text, image, or other media links and/or displays

Assessment tools available Wiki editing, viewing, and comments can

be available to class or team

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Team WikisCC 404 -- Analyzing Organizational

Structure and Change

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Learning Objects Expo

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Fall 2009 Pilot with Digication

110 Students in Five Courses COM 110 Digital Information in the Contemporary

World ART 210 Modern Art in the City ENG 102 CC 410 Introduction to Research Methods CC 409 Studies in Communication and Cultural

Change CC 499 Senior Research

Evaluation Model ePortfolio Student Resource Site

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Model ePortfolios

Sample Student ePortfolio: Created for

students to mirror.

Basic Academic ePortfolio Template: Created for students to

model.24

Student Resources

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Sample Student ePortfolios

Ownership Transfer

Social Networking

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Spring 2010 ePortfolios and MetacognitionDouble Loop: Begin at the End

CC 499 Senior Research Initially a contract and guidelines Double loop adjustment

Skills students should have at registration for CC 499: Fall 2009 Literature searches and review Creating theory and hypotheses from literature Statistical Skills

SPSS Basic descriptive statistics Tests of significance

Basic research Ethnography Content Analysis

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A direct result of NOT

evaluating evidence

(reflecting).

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ENG 101

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ENG 101

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This course was revised as a result of this double-loop

learning.

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Research Methods: Course Redesign

CC 401 and Deep Learning Transition to Four-Year College

Pre-Reflective: Knowledge exists absolutely and can be ascertained

by direct observation Quasi-Reflective:

Knowledge is uncertain; evidence is used but it is idiosyncratic

Reflective Knowledge is constructed by evaluating evidence

Change in Research Methods sequence and course numbers

Introduction of Write-from-the-Start Learning Community: COM 110 and CC 401

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CC 401 Group ReflectionTeam Research Wiki #1

Shared Knowledge

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CC 401 Group Reflection

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Reflection

COM 110-CC 401

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Acknowledgements

Thanks to SPS Deans George Otte and Brian Peterson; Sylvie Richards, SPS Media and Technology Specialist; B.Loerinc-Helft, Academic Director of the CUNY Online Programs in Business; Washington Hernandez, Operations Manager, Ericke Wong, Operations Assistant; Phil Pecorino, Howard Wach, Jordi Getman, Carl Grindley, Joe Ugoretz and Rob Whittaker, Colleagues in the CUNY Online Baccalaureate; Bret Eynon, Assistant Dean and Executive Director of the Teaching and Learning Center at LaGuardia; and all of our mentors and colleagues at LaGuardia Community College and in Cohort A at Making Connections.

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