Training Teachers to Implement Electronic Portfolios in Their Classrooms

LT-716

Systematic Design of Instruction

Training teachers to implement electronic portfolios in their classrooms

Christopherson, Degen, Rada July 28, 2005 Christopherson, Degen, Rada 2

Table of Contents

Content: page(s) Analysis 3-7 Executive Summary 3 Problem Statement 3 Discrepancies 4 Instructional Goals with Accompanying Objectives 4 Recommended Solutions 4 Learner/Context Analysis 4-6 Learner Characteristics 4-5 Learner Profile 5 Prerequisite Skills 5 Targeted Skills 5 Attitudes 5 Entry-level Hierarchy 5-6 Instructional Setting 6 Ideal/Current Conditions 6 Task Analysis 6-7 Outline 6-7 Flowchart 7 Design 8-12 Goal 8 Objectives 8 TPO 8 EO 8 Assessments 9-12 TOC Chart 10 Parent Questionnaire 11 Teacher Questionnaire 12 Development 13-22 Materials Draft 13-16 Selecting a Design System 16-17 Media Production 17-18 Assessment Items 18-22 Formative Evaluation /Rubric 20-23 Implementation Plan 24 Evaluation Plan 24-25 Christopherson, Degen, Rada 3

Analysis –Executive Summary The purpose of this project is to instruct teachers how to implement electronic portfolios (eportfolios) in their classrooms. Effective eportfolio implementation allows individuals/outsiders to see evidence of student mastery (process or product). Electronic portfolio implementation requires that students have a chance to reflect upon the pieces they select to include in their portfolio (reflection includes analyzing strengths and weaknesses of each artifact). Learning the skills necessary to produce a Web page (creating a home page and functional links), the skills needed to implement eportfolios (creating student tutorials/resources), and the skills needed to assess eportfolio aspects (rubrics) are vital components towards authentic assessment of student work. Learning these skills will take place in a three-day workshop where participants will have Internet access and opportunities to collaborate with other content teachers. The intended participants will be 7-12 teachers who want to learn the skills and master the appropriate tools that are involved with eportfolio creation, maintenance, and evaluation. Learners will need to have a general working knowledge of Microsoft Office applications (PowerPoint, Excel, and Word) and content (i.e. science, social studies, mathematics, etc.) teaching experience (at least one year) or recently completed a program of study pertaining to classroom instruction. Training adults (teachers) to teach their students to create eportfolios requires specific instructional strategies and objectives. Learners (teachers) will problem-solve, analyze, recall, and identify a number of elements vital to eportfolio implementation. The primary instructional setting pertains to three computer labs equipped with Gateway E- series computers and Internet access. Learners will work through individual tutorials and group projects in order to obtain and practice the necessary skills. Tutorial access/use occurs online and includes audio and visual components. After completing the workshop, learners will have the skills and resources needed to implement electronic portfolios in their classrooms.

Analysis –Problem Statement Teachersi have access to the Internet, computer labs, and the software needed to publish materials on the Internet (particularly FrontPage). While the technology, tools, and opportunities are present, eportfolio implementation is absent. As a result, a major learning, assessment, and student self-efficacy tool is missing from the curriculum. This is an instructional problem because the resources are present and administrative constraints are non-existent (case-by-case problems do manifest but are issues like parental consentii). Without eportfolio implementation in the classroom, students do not have the avenue to document their growth, reflect upon their experience, and show their evidence of mastery learning of any particular subject. Instructing teachers on how to implement eportfolios is the solution to the instructional problem. During and after instruction, learners will create an index page, an eportfolio page (with student resources), and create a document of instructional opportunities that coincide with eportfolio implementation (that is to be updated). While learning how to create, manage, and implement electronic portfolios, learners will acquire the necessary skills and resources needed to implement eportfolios in their classrooms. Individual classroom teachers will determine portfolio design (for classroom implementation), process or product. When students create electronic portfolios, they are utilizing technology to communicate to others. Placing student work on the Internet is a practice that creates a connection between student and community (peers, teachers, parents, and community members). By training how to implement eportfolios, teachers have the chance to foster the connection and provide authentic learning opportunities for their students in an assessment driven period of education (NCLB, standardized tests, and adequate yearly progress pressures). Christopherson, Degen, Rada 4

Analysis –Discrepancies Currently, there is minimal use of the resources provided to teachers (i.e. network space allocated for personal/classroom use, which includes eportfolios, class home page, and supporting pages). There are professional opportunities for teachers to learn how to create, implement, and maintain electronic portfolios; but these opportunities occur outside of the school district and are dependent on an individual teacher’s ability to find, register, and attend class (not to mention implementation of eportfolios in the classroom). Furthermore, knowing how to create a Web page and an electronic portfolio and knowing how to provide educational opportunities conducive to portfolio implementation are different sectors of knowledge. Successful completion of this project will result in learners that have the necessary skills to create an electronic portfolio, learners that have the resources to teach students how to create/manage an eportfolio and how to reflect on their artifacts, and learners that have a list of instructional events that work well with eportfoliosiii.

Analysis –Instructional Goals and Accompanying Objectives The goal of this project is to provide learners the skills needed to implement electronic portfolios in their classrooms. The objectives of this project are as follows: Learners will create a Home page (and label it index.htm), learners will create an electronic portfolio page (and label it eportfolio.htm), and learners will create a link to a Microsoft Word eportfolio opportunities document that is downloadable and regularly modified (every two months).

Analysis –Recommended Solution In order to bridge the gap between knowledge and implementation this project will instruct learners in a variety of ways. A Mager-like approach to instructional objectives is as follows: Given an online tutorial, workshop participants will create a home page without any errors. Given a problem set, workshop participants will create an eportfolio page that serves as a reference/learning tooliv for their students without any errors. Given a prompt, workshop participants (content groups) will create a downloadable document about eportfolio implementation opportunities (i.e. best practices in eportfolio implementation). In order to complete instructional objectives, learners will utilize problem-solving techniques, create authentic products, analyze, comprehend, and recall material. Because of instruction, learners will have the aforementioned knowledge base and references.

Analysis –Learner/Context Learner Characteristics Learner characteristics relevant to delivery systems:  Adult learners prefer independence, visual examples, and generally adhere to the “less is more” principle of adult learning styles  Some learners will have more experience than others regarding Microsoft Office Applications, curriculum development, and teaching strategies  Hands-on, visual learning opportunities (large scale design) will reach the greatest number of workshop participants Channel:  Variety of channels needed o Auditory tapes, Web videos (commercialized) o Articles and online tutorials (commercialized and specialized/adapted) o End product is the learners work (i.e. materials will be the end product for the adult learners to use to implement in their classroom –students create web page that will allow them to implement objectives/ideas of workshop into the classroom) Grouping:  Students can do independent study while completing tutorials Christopherson, Degen, Rada 5

 Students can collaborate while discussing best practices for portfolio implementation (how to reflect, how to show growth, etc.)

Table 1-Learner Profile Learner Characteristics Representative Learner Range for Learners Age 30 25-65 Gender Male and Female Male and Female Education Level Masters Degree Bachelors degree to Doctorate degree Achievement Level Content certified teachers Yet to take test, (as determined by PPST content/curriculum testing) developers, Socio-economic Level $24,000 –$36,000 per year $24,000 -$55,000+ per year Learning Style Visual and Kinesthetic Visual, Auditory, Kinesthetic, and Read/write Verbal Ability High Medium to High Relevant Experience Worked with Microsoft Office Worked with Microsoft Office Applications (Word, Excel, Applications (Word, Excel, PowerPoint) PowerPoint, Access, FrontPage), DreamWeaver, XHTML code

Analysis –Prerequisite skills  Learners need to be able to navigate Web sites (by utilizing appropriate toolbars and commands to achieve the desired effect).  Learners need to have taught in a content area for at least one-year or recently (after 2003) completed an undergraduate degree in education.  Learners need to provide documentation that they have state certification to teach in their content area.  Learners need to be able to Open, Close, Save, Copy, Delete, and move Microsoft Office applications (PowerPoint, Excel, and Word).

Analysis –Target skills  Learners will consistently implement electronic portfolios in their classrooms, monitor and assess student progress, and update Word reference list every two month.

Analysis –Attitudes  Select teachers will have prior negative attitudes towards technology and technology implementation in the classroom.  Detrimental attitudes about the subject are due to a deficient knowledge base coupled with real-world application.  Persistent learner attitude problems should be resolved with learner choice options.

Analysis –Hierarchy of entry level behaviors Figure 1 –Entry-level behaviors hierarchy Christopherson, Degen, Rada 6

Create "best practices" document

Create student resource page

Create Web page

Demonstrate Demonstrate how to Open, ability to Close, Save, navigate Web Copy, Delete, sites and move files Entry Level Behaviors

State where taught in State where content area or certified received degree

Analysis –Instructional Setting An ideal instructional setting would be one where each learner could add elements to his or her network filev. In reality, instruction will occur in three computer labs equipped with 25 Gateway Series-E computersvi. In each computer lab, a Runnervii will help with technical difficulties. The Runner’s job is not to do the work for workshop participants, but to ask questions that stimulate the learner to figure out the problemviii.

Analysis –Task Analysis Electronic portfolio training involves three critical areas: creation of a home page, creation of an eportfolio resource/tutorial page, and creation of a Word document “best practices” downloadable document (link placed on teacher home page). Outline Training teachers on how to implement electronic portfolios in their classrooms I. Home Page A. Class Schedule B. About me page C. Word document link II. Eportfolio Page A. Tutorials 1. Update Web pages a. Last modified date b. Changing templates 2. Creating Web page 3. Inserting Graphics 4. Taking digital pictures B. Resources 1. Best Web site design practices Christopherson, Degen, Rada 7

2. How to take digital pictures 3. How to create Web page III. Word Document A. Research "best practices" B. Create document C. Link to home page D. Post update dates

Flowchart Figure 2 -Flowchart

Training teachers on how to implement electronic portfolios in their classrooms

Home Page

Word document Word link Document

Research "best Post update practices" dates Class Schedule About me page Eportfolio Page

Create Link to home document page

Tutorials Resources Last modified date How to take Update Web digital pictures pages Taking digital Changing pictures templates How to create Web page Creating Web Inserting Best Web site page Graphics design practices Christopherson, Degen, Rada 8

Goal

The goal of this class is to enable the learner to create an eportfolio that can be used in a classroom to display student’s progress.

Objectives

Terminal Performance Objective 1 Given one day of instruction on FrontPage, students will create an index page with internal links to an eportfolio page without errors.

Enabling Objectives  Given a data set and FrontPage directions, the workshop participant will construct two data tables without errors.  Given FrontPage directions, the workshop participant will create four external hyperlinks and thee internal hyperlinks (About me, Eportfolio, Class Schedule, and Ask-the-Teacher).  Given a graphic, the workshop participant will insert the graphic into the upper- left hand corner of the homepage and save it in the homepage folder as described in FrontPage tutorials.  Given FrontPage directions, the workshop participant will save the web site to his/her network.

Terminal Performance Objective 2 Given one day of instruction on eportfolio creation and use, students will design an example of an eportfolio without errors.

Enabling Objectives  Given example eportfolios, the workshop participant will identify a course to utilize eportfolios.  Given example eportfolios, the workshop participant will modify a unit to incorporate eportfolio usage.  Given sample rubrics, the workshop participant will design a rubric for grading eportfolios that outlines essential components for the selected course. Terminal Performance Objective 3 Given a prompt, students will design an eportfolio student reference page and a downloadable and updatable Microsoft Word document without errors.

Enabling Objectives  Given prompt handout, the workshop participant will create a tutorials and a resources section with tables and functional hyperlinks (and credit where obtained information from)  Given prompt handout, workshop participant will create a downloadable and updatable Word document that contains an adopted date and subsequent modified dates. Christopherson, Degen, Rada 9

Assessment

Pre-assessment: A survey will be given to teachers to determine the skills that have already been attained through TTL, ATTL, higher education, and other methods.

Formative Assessments: A small-group trial may be developed for this project. One subject will try using eportfolios in their classroom to see if they are utilized by parents and students. Eportfolios used in the classroom will be assessed using the constructed rubrics to see if developed correctly. Parent and teacher questionnaires can be used to check for success.

See attached questionnaire

Summative Assessments: The following indicators will evaluate if our goal has been met:  75% of workshop participants will implement the use of eportfolios into their classroom.  80% of parents with access to the internet will observe student’s progress by entering the student’s eportfolio bi-monthly. The assessment will be obtained through a survey sent to parents and workshop participants.

See attached questionnaire Christopherson, Degen, Rada 10

TOS Chart: Task Objective Criterion Construct sample Given one day of Describe how to implement eportfolio instruction on FrontPage, eportfolios into your students will create an classroom. index page with internal links to an eportfolio page without errors. Construct Data table Given a data set and Demonstrate how to place FrontPage directions, the data tables on web site. workshop participant will construct two data tables without errors.

Create 4 external Given FrontPage Diagram a site map to hyperlinks directions, the workshop show the relations between participant will create four the links. Create 3 internal external hyperlinks and hyperlinks thee internal hyperlinks (About me, Eportfolio, Class Schedule, and Ask- the-Teacher). Save website to network Given a short answer Write a paragraph question, the workshop explaining how to save the participant will explain how web site to a network. to save the web site to his/her network as explained in FrontPage tutorials. Insert graphic Given a graphic, the Demonstrate how to place workshop participant will a graphic onto a insert the graphic into the homepage. upper-left hand corner of the homepage and save it in the homepage folder as described in FrontPage tutorials. Utilize eportfolios Given example eportfolios, Modify one class to show the workshop participant how eportfolios can be will identify a course to used to support the utilize eportfolios. content.

Grade eportfolios Given sample rubrics, the Identify qualities that are workshop participant will important in an eportfolio design a rubric for grading and describe them in a eportfolios that outlines rubric to be used for essential components for grading. the selected course. Christopherson, Degen, Rada 11

Parent Questionnaire

Yes No NA Question Comments

Do you have access to the internet?

Has your student shown you his/her eportfolio?

Has your student’s teacher shared information about the eportfolios used in your student’s courses?

Have you visited your student’s eportfolio?

Do you visit your student’s eportfolio at least twice a month?

Do you find the eportfolio a satisfactory way to display classroom work? Christopherson, Degen, Rada 12

Teacher Questionnaire

Question Yes - comment No - comment

Did the instructors present the information in an approach that was understandable?

Were the on-line examples of eportfolios helpful?

Do you think your students will benefit from using eportfolios?

Was enough instruction given on how to make use of eportfolios in your classroom?

Do you feel that eportfolios would be beneficial in your classroom?

Have you implemented eportfolio usage in your classroom?

Have parents utilized the eportfolios?

Do your students find eportfolio assignments to be useful? Christopherson, Degen, Rada 13

Development Stage

A) Draft Materials 1) Web sites that will be utilized for teaching and practical examples:

http://www.siec.k12.in.us/~west/online/website/

http://media.umb.edu/p73981691/

http://www.itc.umb.edu/eportfolio/ftp_windows.pdf

http://www.everyschool.org/u/vinci/eportfolio/eportemplate.html

2) Tutorial on getting started.

http://www.itc.umb.edu/eportfolio/ftp_windows.pdf

3) Tutorial on How to Complete a Web Based Portfolio:

1. Either download To download go to: Beresford.k12.sd.us then under “How Do I Make the template from an Eportfolio?” you can download the template.zip. Remember to the portfolio extract all the files to a folder on your desktop. Throughout this website or visit tutorial the directions will refer to “foldername”, this is the folder you Mike extracted the files to. Christopherson Room 227 to get a copy on disk

2. Open Microsoft FrontPage

- Start > Programs > Microsoft FrontPage

3. Open the main page (front.htm)

- File > Open > foldername > front.htm Christopherson, Degen, Rada 14

4. Under the WebPortfolio title.htm page, Name: Mike Christopherson enter your name, school, and the Graduation Year: 2005 other information School: Beresford that you are asked Etc. for. 5. Open complete, open the “Academic Work” page (academic.htm)

- File > Open > foldername > academic.htm

6. How to create a hyperlink for an email address or file

- Insert > Hyperlink

7. Once the Create a Hyperlink window Christopherson, Degen, Rada 15

appears, click the envelope button to insert an email hyperlink.

8. To create a link to another page or file, enter the address in the URL textbox.

9. Once you have completed the “Academic Work” page, move onto the “Reflection” page (reflection.htm). Here you reflect on experience you have had while at Beresford

- File > Open > foldername > reflection.htm

10. Once you have completed the “Reflection” page, Christopherson, Degen, Rada 16

move on to the “Beresford Experiences” page (experiences.html). Your Beresford Experiences Transcript can be viewed from your Beresford OnTrack account.

- File > Open >foldername > experiences.html

11. Once you have completed the “Beresford Experiences” page, move onto the “Résumé” page (resume.htm). This format is the same format that the Career Center uses.

- File > Open > foldername > resume.htm

Once you have completed all the pages of the portfolio, you can now upload your files to your web account. Your username and password are the same as your email username and password.

Delivery System Options

 Large group presentations will be done in the main computer lab, and a computer connected to a LCD projector will be utilized to present information. This information includes a presentation from the following link: http://media.umb.edu/p73981691/ , step-by-step rubric and checklists and several examples of portfolios.  Teachers will be separated into the 3 H.S. computer labs and Lavyne, Dustin, and Mike (also know as Runners) will present a hands-on lab opportunity, in which the teachers will create eportfolios.  Handouts for ways of implementing eportfolios and how to create eportfolios will be provided.

Selecting the Delivery System: Seels & Glasgow Model Christopherson, Degen, Rada 17

We identified the learner’s characteristics, and identified channel requirements by using the learner profile from table 1.

Next, the learning situation and delivery system will be as follows: large group presentations will be done in the main computer lab, and a computer connected to a LCD projector will be utilized to present information. This information includes a presentation from the following link: http://media.umb.edu/p73981691/ , step-by-step rubric and checklists and several examples of portfolios. Teachers will be separated into the 3 H.S. computer labs and Lavyne, Dustin, and Mike will present a hands-on lab opportunity, in which the teachers will create eportfolios. Several examples will be provided. Handouts for ways of implementing eportfolios and how to create eportfolios will be provided.

In order to determine all aspects of the project, it is essential to identify constraints and resources. An ideal instructional setting would be one where each learner could add elements to his or her network fileix. In reality, instruction will occur in three computer labs equipped with 25 Gateway Series-E computersx. In each computer lab, a Runnerxi will help with technical difficulties. The Runner’s job is not to do the work for workshop participants, but to ask questions that stimulate the learner to figure out the problem. So, we definitely have the facilities and equipment to hold this training. Where we find constraints is in our budget and time. With the school going through budget constraints due to a recent opt out failure, it would be hard to influence all the staff to attend the training with now money compensation. Also, the best time to hold this training would be during the summer, so teachers can implement the project at the beginning of the new school year. Yet, this is the most difficult time to get all staff to attend.

Media Production (flow chart) Christopherson, Degen, Rada 18

Create Within tables webpage

Save index page Create hyperlinks to existing websites

ClipArt Insert From File graphics

Select JPEG Creating a Web FrontPage to site(homepage) create Select font, website Aesthetic size, and appeal color Template

Select background single color Training Identify Teachers to Objectives Implement e-portfolios Creating an Identify in their Fulfill eportfolio required classrooms requirements page assignments

Create timeline for completion of assignments Create Word document downloadable page

Providing authentic Create rubrics assessment for grading opportunities assessment

Assessment Items Explanation of eportfolio assessment:

Assessment

 Traditional Assessment, with a focus on grades and rankings, knowledge, curriculum, and skills, implemented through classroom assessments (tests, quizzes, homework assignments), and standardized tests (either norm- referenced or criterion-referenced)  Performance Assessment, with a focus on observable results and standards, application and transfer, implemented through standards, tasks, criteria and scoring rubrics. Christopherson, Degen, Rada 19

 Portfolio Assessment, with a focus on growth and development over time, implemented through selection, reflection and inspection of class work, along with goal-setting and self-evaluation  Portfolio completion is dependent upon learns working together when given a cue. Learners will be provided a handout with prompts for eportfolio building. o Example prompt sheet components: You need to create an eportfolio page that has at least two references/tutorials for your students. The purpose of these links is to provide students with an online learning environment that can be supported without much teacher interaction. Include these topics: How to update Web pages, last modified pages, changing templates, creating graphics, inserting graphics, taking digital pictures. o Example two prompt –Use the Internet and your colleagues to made a downloadable and updatable Microsoft Word document that lists or discusses “best practices” for classroom portfolio implementation.

There are significant differences between Performance Assessments and Portfolios. A portfolio is a container that holds examples of student or teacher work (the "artifacts") and reflections on that work that transforms the artifacts into "evidence" of achievement. Many of those artifacts could be the results of performance assessments with associated evaluations and reflections. A standards-based portfolio creates linkages between student tasks and performance assessments, with their associated scoring guides, and the standards that they are designed to demonstrate. (Fogarty, 1998, p.10).

Creating an electronic portfolio can develop teachers' as well as students' multimedia technology skills. The multimedia development process usually covers the following stages (Ivers & Barron, 1998):

 Analysis/Assess/Decide -The focus is on needs assessment of the audience, the presentation goals, and the appropriate tools for the final portfolio presentation.  Design/Plan. In the second stage, focus on organizing or designing the presentation. Determine audience-appropriate content, software, storage medium, and presentation sequence. Construct flow charts and write storyboards.  Develop. Gather materials to include in the presentation and organize them into a sequence (or use hyperlinks) for the best presentation of the material, using an appropriate multimedia-authoring program.  Implement. The developer presents the portfolio to the intended audience.  Evaluate. In this final stage of multimedia development, the focus is on evaluating the presentation is effectiveness in light of its purpose and the assessment context.

Each stage of the portfolio development process contributes to teachers' professional development and students' lifelong learning. Danielson and Abrutyn (1997) lay out a process for developing a portfolio:

 Collection - teachers and students learn to save artifacts that represent the successes (and "growth opportunities") in their day-to-day teaching and learning Christopherson, Degen, Rada 20

 Selection - teachers and students review and evaluate the artifacts they have saved, and identify those that demonstrate achievement of specific standards  Reflection - teachers and students become reflective practitioners, evaluating their own growth over time and their achievement of the standards, as well as the gaps in their development  Projection (or Direction) - teachers and students compare their reflections to the standards and performance indicators, and set learning goals for the future. This is the stage that turns portfolio development into professional development and supports lifelong learning.

Presentation - teachers and students share their portfolios with their peers. This is the stage where appropriate "public" commitments can be made to encourage collaboration and commitment to professional development and lifelong learning.

Rubric for Assessment of the Eportfolio

This rubric may be used for self-assessment and peer feedback.

Evaluation scale: A - Exemplary: 32-36 points B - Proficient: 28-31 points Partially Proficient or Incomplete: Needs to be resubmitted - less than 28 points

Rubric for Electronic Portfolio CRITERIA Exemplary Proficient Partially Proficient Incomplete POINTS

Selection of 9 points 6 points 3 points 0 points Artifacts All artifacts and Most artifacts and Few artifacts and Most artifacts and work samples are work samples are work samples are work samples are clearly and related to the related to the unrelated to the directly related to purpose of the purpose. purpose of the the purpose of portfolio. portfolio. the portfolio.

Reflections 9 points 6 points 3 points 0 points

All reflections Most of the A few reflections No reflections clearly describe reflections describe why describe why why artifacts in describe why artifacts in the artifacts in the the portfolio artifacts in the portfolio portfolio demonstrate portfolio demonstrate demonstrate achievement of demonstrate achievement of achievement of each standard or achievement of each standard or each standard or goal and include each standard or goal and include goal and do not goals for goal and include goals for future include goals for continued goals for future learning. future learning. learning. learning. A few reflections No reflections Christopherson, Degen, Rada 21

All reflections Most of the illustrate the illustrate the illustrate the reflections ability to ability to ability to illustrate the effectively analyze effectively analyze effectively ability to work and provide work or provide analyze work and effectively suggestions for suggestions for provide analyze work and constructive constructive suggestions for provide practical practical constructive suggestions for alternatives. alternatives. practical constructive alternatives. practical alternatives.

Use of 6 points 4 points 2 points 0 points Multimedia All of the Most of the A few of the The photographs, photographs, photographs, photographs, graphics, sounds, graphics, sound graphics, sound graphics, sound and/or videos are and/or video and/or video and/or video are inappropriate, do enhance enhance reflective inappropriate and not enhance reflective statements, no not enhance reflective statements, create interest, reflective statements, and create interest, and are statements or are inappropriate and are appropriate create interest, examples for one appropriate examples for one and are or more standards examples for one or more inappropriate or are distracting or more standards. examples for one decorations that standards. or more create a busy standards. feeling and Most of the audio detract from the All audio and/or and/or video files content. video files are are edited with A few of the audio edited with only only high quality and/or video files Audio and/or high quality shots shots or sound are edited with video files are not or sound and and effectively inconsistent clarity edited or exhibit effectively enhance reflective or sound (too inconsistent enhance statements, loud/too clarity or sound reflective create interest, soft/garbled) and (too loud/too statements, and are ineffectively soft/garbled) and create interest, appropriate enhance reflective ineffectively and are examples for one statements, do enhance reflective appropriate or more not create statements. The examples for one standards, with interest, and are audio and/or or more proper voice inappropriate video files are standards, with projection, examples for one inappropriate proper voice appropriate or more examples for one projection, language, and standards. A few or more appropriate clear delivery. files have standards. The language, and Background audio background audio background audio clear delivery. is kept in balance that overpowers overpowers the Background audio and does not the primary audio. primary audio. is kept in balance overpower the and does not primary audio. Information is overpower the included No information is primary audio. Information is concerning the included included size of a few of concerning the Information is concerning the the files when size of files when Christopherson, Degen, Rada 22

included size of most of providing links to providing links to concerning the the files when images, sounds, images, sounds, size of the files providing links to movies, or other movies, or other when providing images, sounds, files. files. links to images, movies, or other sounds, movies, files. Some use of No use of or other files. creativity or creativity or Most of the files original ideas is original ideas is Creativity and show use of evident that evident that original ideas creativity and enhances the enhances the enhance the original ideas to content of the content of the content of the enhance the eportfolio. eportfolio in an eportfolio in an content of the innovative way innovative way eportfolio.

Captions 3 points 2 points 1 point 0 points

Each artifact is Most of the Some of the None of the accompanied by a artifacts are artifacts are artifacts are caption that accompanied by a accompanied by a accompanied by a articulately caption that caption that caption that explains the articulately articulately articulately importance of explains the explains the explains the that particular importance of importance of that importance of that work including that particular particular work particular work title, author, work including including title, including title, date, standard title, author, date, author, date, author, date, addressed and standard standard standard description of the addressed and addressed and addressed and importance of the description of the description of the description of the artifact. importance of the importance of the importance of the artifact. artifact. artifact.

Ease of 3 points 2 points 1 point 0 points Navigation All of the portfolio Most of the Some of the There are navigation links portfolio portfolio significant and all sections navigation links navigation links problems with (standards, and most sections and some sections portfolio artifacts, and (standards, (standards, navigation links reflections) artifacts, and artifacts, and and many connect back to reflections) reflections) sections the main table of connect back to connect back to (standards, contents. the main table of the main table of artifacts, and contents. contents, but in reflections) do not other places, the connect back to links do not the main table of connect to contents or

preceding pages preceding pages

or to the original or to the original All external links index page. index page. to all connecting websites connect. Most of the Some of the Many external external links to external links to links to connecting connecting connecting websites connect. websites do not websites do not Christopherson, Degen, Rada 23

connect. connect.

Layout and 3 points 2 points 1 point 0 points Text Elements The eportfolio is The eportfolio is The eportfolio is The eportfolio is easy to read with generally easy to often difficult to difficult to read appropriate visual read with read due to due to organization of appropriate visual inappropriate inappropriate information using organization of visual organization visual fonts, point size, information using of information organization of bullets, italics, fonts, point size, using fonts, point information using bold, and bullets, italics, size, bullets, fonts, point size, indentations for bold, and italics, bold, and bullets, italics, headings and indentations for indentations for bold, and sub-headings. headings and sub- headings and sub- indentations for headings. A few headings. Some headings and sub- The layout uses minor format formatting tools headings. Many horizontal and changes would are under- or formatting tools vertical white improve readers' over-utilized and are under- or space accessibility to decrease the over-utilized and appropriately. the content. readers' decrease the accessibility to the readers' content. accessibility to the The layout uses horizontal and content. vertical white The background space The layout uses The layout uses and colors appropriately in horizontal and horizontal and enhance the most places. vertical white vertical white readability of space space text. inappropriately in inappropriately The background some places. and the content and colors The background appears cluttered. enhance the and colors are The background readability of text distracting in and colors are in most places. some places and distracting and decrease the decrease the readability of text. readability of text.

Writing 3 points 2 points 1 point 0 points Mechanics The text has no The text has a The text has The text has errors in few errors in errors in many errors in grammar, grammar, grammar, grammar, capitalization, capitalization, capitalization, capitalization, punctuation, and punctuation, and punctuation, and punctuation, and spelling. spelling requiring spelling requiring spelling requiring minor editing and editing and major editing and revision. revision. revision.

(4 or more errors) (more than 6 errors)

TOTAL POINTS /36 Christopherson, Degen, Rada 24

Implementation Plan Learners and instructors need to interact in an electronic medium. Furthermore, learners will attend class in a functional computer lab equipped with the necessary tools needed to complete workshop (scanners, digital cameras, and LCD projection devices). Learners need to have network access to Beresford (an administrative feature that requires a quick remedy). Workshop conditions necessary for maintenance are as follows: tech coordinator on hand to deal with administrative privileges and functional computer lab that is free of viruses, glitches, or any other unforeseen mishap. The ideal schedule is as follows: Day 1 (8:00 a.m. to 2:00 p.m.), Day 2 (8:00 a.m. to 2:00 p.m.), and Day 3 (8:00 a.m. to 12:00 p.m.). Teacher/instructor training required is as follows: instructor/teachers need to be able to create Web pages by utilizing XHTML code, FrontPage, and DreamWeaver and the instructor/teacher needs to be able to understand the questions asked by workshop participants (non-technical questions asked to a technical orientated Runner/instructor/teacher).

Evaluation Plan – Formative Evaluation During design, development, and early implementation a small-group trial may be utilized to assess the effectiveness of the project. During small-group trials, learners will be assessed to see if the content, prompts, and results are coherent within the project and if the workshop trial met, did not meet, or exceeded their expectations. Assessment during this phase could occur via surveys, small-group discussions, or individual comment cards. Summative Evaluation Workshop participants will fill out the following forms (see below –evaluation form about the workshop). Workshop participants will complete an interview after the first semester to determine if project guidelines, suggestions, and resources are prevalent in the classroom. Project success determined by instructional designers involves 80% of faculty implementing eportfolios.

Workshop Evaluation form Question Yes-Comments No-Comments Did the workshop meet your needs as a learner?

Did the workshop provide guided instruction when needed and opportunities for self-exploration?

Did working with content teachers help you understand the material?

Do you feel like this workshop was beneficial?

Will you regularly implement the ideas, concepts, and Christopherson, Degen, Rada 25 resources created/provided/authored in your classroom? Explain.

Do you think your students will benefit from eportfolio learning implementation in your classroom? Explain. Would you recommend this workshop to another teacher? Explain. What was the most helpful part of this workshop? Explain. What was the least helpful part of this workshop? Explain. i Teachers at Beresford, South Dakota –place where training occurs and where most workshop participants teach. ii Cases where parental consent is not conducive to student posting of materials, students will create an eportfolio in an Intranet setting. iii Educational opportunities depend on whether or not teacher uses a process or product based eportfolio. Teachers implementing a process-based eportfolio will have more elements concerned with steps that lead to a product vs. a collection of various student products. iv Page will include at least two tutorials/links pertaining to how to create a Web page, how to insert graphics, how to take digital pictures, how to update Web pages, how to reflect on your work, and elements of aesthetically appeal Web pages. v This limitation exists because not all workshop participants will be Beresford teachers. Temporary network access permission to these individuals is an option, so publication is possible. vi Each computer has at least four USB ports (advantageous for digital cameras and other devices). vii Runner will be a competent, knowledgeable, and resource individual who knows how to use FrontPage and Internet search engines. viii Sample questions: What did you do to get to this point? Have you talked to anyone else who has the same problem or did not have the problem? ix This limitation exists because not all workshop participants will be Beresford teachers. Temporary network access permission to these individuals is an option, so publication is possible. x Each computer has at least four USB ports (advantageous for digital cameras and other devices). xi Runner will be a competent, knowledgeable, and resource individual who knows how to use FrontPage and Internet search engines.