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

afbmk@uaa.alaska.edu

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

afbmk@uaa.alaska.edu

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