ePortfolios and 21st Century Literacies in the Trade Technical High School

8/7/2019 ePortfolios and 21st Century Literacies in the Trade Technical High School

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Connecticut Technical High School System

ePortfolioPilot Presentation

Connecticut State Board of Education Meeting

May 4, 2011


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Pat Ciccone, Superintendent of School, CTHSS

Barbara St. Onge, Education Consultant, CTHSS


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ePortfolio Design Team Members

J. Greg McVerryW. Ian OByrne

University of Connecticut

Jim WalkerLower Pioneer Valley Educational Collaborative


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New forms of texts require novel skills and

strategies (Rand Reading Research Group, 2002)

The Internet leads to a knowledge economy(Friedman, 2000)

The teaching and assessing of these skills

require new forms of assessment (Leu, 2004)


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21st century literacies are practices that

support life-long, reflective learning which

empower students through multimodal

comprehension and composition, critical

thinking, and problem solving with the use of

learning environments that utilize authentic,

productive, and ethical use of applications

required in todays global economy.


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Include a digitized collection of artifacts,

demonstrations, resources, and

accomplishments that represent an individual.

Can be personalized, Web-based collections

of work, and reflections used to demonstrate

key skills and accomplishments for a variety

of contexts and time periods. (Lorenzo &Ittelson, 2005)


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An open-source learning management system

used to deliver online courses and

supplement traditional face-to-face courses

using sound pedagogical principles to create

effective online, constructivist learning

communities.

Modular Object-Oriented Dynamic Learning

Environment


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Acombination of face-to-face instruction withcomputer-mediated instruction

Learners and instructors work collaborativelyto improve the quality of learning andteaching

Educational technologies used to providerealistic, practical opportunities to makelearning independent, useful, and sustainable(Graham, 2005; Heinze& Procter, 2004)


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Of the reasons for reading Of Mice and Men

that were discussed in class, which of the

three seems the most compelling to you?

Provide a 5-sentence response explaining

your thinking.

You may (and should) take into consideration

what your peers have posted about in their

responses.


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Create a video demonstration that can be

uploaded to YouTube and can be placed in

your ePortfolio.

Work with a partner to collaboratively write

the script and film the video.

Your video must include all 3 aspects of the

BIG 3 (Resistance, Voltage, Current), and of

course..safety.


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Ninth Grade Moodle Classroom

My Moodle Page

Blended Learning

Artifact Selection

Writing Reflections

Video Creation

Tenth Grade Moodle Classroom

My Moodle Page

Blended Learning

Artifact SelectionWriting Reflections

Video Creation

Eleventh Grade Moodle Classroom

ePortfolios

Public Space to create a

sense of identity in line

with Career Pathways

Twelfth Grade Moodle ClassroomePortfolios

Public Space to create atool for higher education

and potential employment,

recruitment


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October 19, 2010 Enrolled Participants in Moodle

Learn Moodle basics

Define 21st Century Skills

January 19, 2011 Identified common portfolio elements

Create Moodle course with required elements

Conduct initial survey

February 25, 2011 Develop Blended Learning Activity

Introduce ePortfolio Tool

Basic Movie editing

March 23, 2011 Finish Blended Learning Activity

Review Reflective assessment practices

April 14, 2011 Create ePortfolio exemplarsShowcase completed learning activities

Plan Summer Institute


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Created a Moodle Classroom

Modeled Collaborative Writing Activities

Developed Definition of 21st Century

Literacies Surveyed Faculty Needs

Created scaffolded plan for 9-12 ePortfolios

Identified Common Elements required in

ePortfolios

Piloted a blended learning lesson

Created exemplar student videos


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0% 50% 100%

None at all

Some traditional portfolio assessment

Some electronic portfolio assessment

er e

perienced in portfolio assessment

er e perienced in electronic portfolioassessment

What is your experience with portfolios?

Response Percent


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The ePortfolio committee agreed that all

final ePortfolios must include the

following artifacts: Letter of Introduction (Home Page) Personal Reflection Essay

Artifacts with Reflection

Writing Samples(essays, videos, webpages, etc.)

Recommendations


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0 2 4 6 8 10

Increased

Decreased

Stayed the Same

Duri g t t r, t m unt f tim I v nt

using t Int rnet AT SCHOOL s:

es ndents


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Summer Institute 2011 facilitated by members

of the first cohort

Second cohort will form and begin training

Pilot of the ePortfolio System in a full building

model

Use of Moodle to create professional

development exemplars


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Project Advisory Committee

Patricia Ciccone [email protected]

J. Greg [email protected]

W. Ian OByrne [email protected]

Barbara St. Onge [email protected]

Jim Walker [email protected]

Documents

ePortfolios and 21st Century Literacies in the Trade Technical High School