In this paper we examine a faculty development structure that supports general education, specifically ePortfolio, assessment focusing on identifying the characteristics of engaged faculty. It is through this inquiry that we have... more
In this paper we examine a faculty development structure that supports general education, specifically ePortfolio, assessment focusing on identifying the characteristics of engaged faculty. It is through this inquiry that we have developed an action plan that includes a system of best practices that can lead to increased faculty engagement. Participants in our study were members of a series of General Education and ePortfolio Summer Assessment Institutes (2013, 2014, 2015). Most of the participants were either tenured faculty or lecturers. The resulting framework proposed here is a more inclusive systems-approach to faculty development throughout the university. As a result of our research, we have come to recognize that if we are to transform teaching and learning, a faculty development system must be in place that provides faculty a purposeful, integrated collection of engagement activities rather than a menu of options from which to choose. Doing so fosters a culture of continuou...
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During the past two decades, educational institutions around the world began formalizing the process of collecting student work as a means of showcasing student accomplishments and ultimately providing students a forum for reflecting on... more
During the past two decades, educational institutions around the world began formalizing the process of collecting student work as a means of showcasing student accomplishments and ultimately providing students a forum for reflecting on their accomplishments. In this article, the authors propose a redefinition of the electronic portfolio development process in a way that supports 21st century learning in which students FIND, REFINE, DESIGN, and BIND materials in the virtual "cloud”. The authors believe that by incorporating Web 2.0 tools educators will have the opportunity to technologically integrate the students’ school work into their general work flow, their entertainment flow, and ultimately into their web-based curricular work flow. Integration will hopefully reduce student resistance to portfolio development as an add-on activity and allow portfolios to become more personal, providing a richer connection between the students’ lives, their education, and their paths to kn...
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The University of Florida Teaching and Technology and Technology Initiative is a PT3 funded initiative designed to facilitate and accelerate systemic change related to technology integration in our teacher education program. The... more
The University of Florida Teaching and Technology and Technology Initiative is a PT3 funded initiative designed to facilitate and accelerate systemic change related to technology integration in our teacher education program. The initiative involves the collaboration of several ...
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... Technology & Teacher Education International Conference (SITE) 2001 Norfolk, VA 2001 ISBN 1-880094-41-X Jerry Price, Dee Anna Willis, Niki Davis & Jerry Willis AACE More Information on SITE Table of Contents. Authors. Gail... more
... Technology & Teacher Education International Conference (SITE) 2001 Norfolk, VA 2001 ISBN 1-880094-41-X Jerry Price, Dee Anna Willis, Niki Davis & Jerry Willis AACE More Information on SITE Table of Contents. Authors. Gail Ring, Melissa McCallister, Naglaa Ali, Univ. ...
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ABSTRACT
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The University of Florida Teaching and Technology and Technology Initiative is a PT3 funded initiative designed to facilitate and accelerate systemic change related to technology integration in our teacher education program. The... more
The University of Florida Teaching and Technology and Technology Initiative is a PT3 funded initiative designed to facilitate and accelerate systemic change related to technology integration in our teacher education program. The initiative involves the collaboration of several ...
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Less than a decade ago the majority of teacher education programs in the country offered stand-alone technology courses that focused primarily on technical skills and trouble-shooting strategies to prepare teachers to use technology (US... more
Less than a decade ago the majority of teacher education programs in the country offered stand-alone technology courses that focused primarily on technical skills and trouble-shooting strategies to prepare teachers to use technology (US Congress, Office of Technology ...
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... Therefore, electronic discussion can serve as an important bridge for the transfer of communication skills between the written and spoken domain (Chun, 1994). ... The affective feature includes givingstudents personal responsibility... more
... Therefore, electronic discussion can serve as an important bridge for the transfer of communication skills between the written and spoken domain (Chun, 1994). ... The affective feature includes givingstudents personal responsibility for learning, enabling them to achieve ...
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The purpose of this paper is to describe the integration of the game Revolution into an eighth grade social studies lesson on the American Revolutionary War. As educators work to integrate technology into teaching, there continue to be... more
The purpose of this paper is to describe the integration of the game Revolution into an eighth grade social studies lesson on the American Revolutionary War. As educators work to integrate technology into teaching, there continue to be many questions regarding the benefits of using technology in the classroom. For example, what motivates children to stay glued to a video game for hours while teachers have difficulty keeping students’ attention for 40 minutes? What impact do educational role-playing games have on student learning or, for that matter, on teaching? This paper addresses these questions, presents findings concerning the efficacy of the use of games in supporting instruction, and considers the implications for the integration of games in the classroom.
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... Conference (SITE) 2004 Atlanta, GA, USA 2004 ISBN 1-880094-52-5 Richard Ferdig, Caroline Crawford, Roger Carlsen, Niki Davis, Jerry Price, Roberta Weber & Dee Anna Willis AACE More Information on SITE Table of Contents. Authors.... more
... Conference (SITE) 2004 Atlanta, GA, USA 2004 ISBN 1-880094-52-5 Richard Ferdig, Caroline Crawford, Roger Carlsen, Niki Davis, Jerry Price, Roberta Weber & Dee Anna Willis AACE More Information on SITE Table of Contents. Authors. Gail Ring, Sebastian Foti, University of ...
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... 4, No. 2, Fall 2008 Editor Managing Editor Karen Swan Alison Bland Advisory Board Joseph Bowman, Ph.D. State University at Albany ... 96 Electronic Portfolios: Engaged Students Create Multimedia-Rich Artifacts Gail Ring, Barbara... more
... 4, No. 2, Fall 2008 Editor Managing Editor Karen Swan Alison Bland Advisory Board Joseph Bowman, Ph.D. State University at Albany ... 96 Electronic Portfolios: Engaged Students Create Multimedia-Rich Artifacts Gail Ring, Barbara Weaver, and James (Jim) Jones, Jr. 103 ...
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In this session I will report the results of the first year of implementation of the electronic portfolio project in the College of Education at the University of Florida. I will address the successes of the project as well as project... more
In this session I will report the results of the first year of implementation of the electronic portfolio project in the College of Education at the University of Florida. I will address the successes of the project as well as project weaknesses. Background The college of education at the University of Florida has completed its first full year of implementation of the Electronic Portfolio Project in which all preservice teachers are required to develop, publish, and maintain electronic teaching portfolios. During this first year we have learned what contributes to the success of such a program as well as what impedes its success. The Purpose All students majoring in Early Elementary Education, Elementary Education, and Secondary Education at the University of Florida are required to develop and maintain an electronic teaching portfolio. The purposes of the portfolio are to: • present illustrations of competency in the 12 Florida Accomplished Practices; • promote the use and integrat...
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Executive Editors Associate Editors Assistant Editor Editorial Board Association for Authentic, Experiential and Evidence-Based Learning (AAEEBL) Association of American Colleges and Universities (AAC&U) Australian Flexible Learning Framework 2015 ePortfolio and Identity Conference Manuscript Rev...more
This reflective essay describes the experiences of an adult educator as the creator, curator, and user of an ePortfolio during the final course in her graduate program of studies. Creator, Curator, and User of an ePortfolio My journey... more
This reflective essay describes the experiences of an adult educator as the creator, curator, and user of an ePortfolio during the final course in her graduate program of studies. Creator, Curator, and User of an ePortfolio My journey begins in my graduate studies, when I first developed an ePortfolio, as a capstone project (see Figure 1). As I welcomed my first ePortfolio experience in 2013 during my graduate studies at Central Michigan University (CMU), I embraced an exciting way to learn with this technology-enabled learning tool. As I developed my project, I became more aware of what I was learning during the creation of my collection of pages (transformation of thought processes and deeper level of reflection); of how my learning was unfolding during the curating of the artifacts (Dillon & Brown, 2006); and why, as a user, it was important for me to learn more about this elegant learning tool. I saw my learning unfolding, and began to notice bouts of reflective thoughts that se...
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This research project investigated how the development of an ePortfolio, combined with ePortfolio pedagogies, impacted the interview performance of undergraduate students as they prepared to enter the job market. Participants were... more
This research project investigated how the development of an ePortfolio, combined with ePortfolio pedagogies, impacted the interview performance of undergraduate students as they prepared to enter the job market. Participants were students in the Health Sciences and Biosystems Engineering programs at Clemson University, enrolled in ePortfolio-developing capstone or internship classes in the 2014-2015 or 2015-2016 academic years. Participants were randomly assigned to complete mock interviews after engaging in different interventions, such as cover letter and resume development and ePortfolio pedagogy. A one-way ANOVA revealed that students demonstrated statistically significant higher quality interview skills after engaging in ePortfolio pedagogy mentoring sessions, compared to students who received limited or no interventions. ePortfolios created in 2014, without the study’s ePortfolio pedagogy training, were compared against the portfolios from this research project. T-test analys...
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This paper describes the Clemson ePortfolio Program initiated in 2006, where all undergraduate students are required to create an ePortfolio. Specifically, the program was designed as a mechanism through which to evaluate our recently... more
This paper describes the Clemson ePortfolio Program initiated in 2006, where all undergraduate students are required to create an ePortfolio. Specifically, the program was designed as a mechanism through which to evaluate our recently revised general education program. In this program all undergraduates create and submit a digital portfolio as evidence of academic and experiential mastery of our general education competencies. This paper, which is the first in a series, describes the implementation process providing a detailed look at the rationale behind implementation, feedback and mentoring, assessment, and support.