Incorporating ePortfolios into Advising Practice

Abstract:


Advisors are increasingly adopting innovative advising techniques to enhance their work with students. Embracing a new era of blended advising practice, this presentation highlights the process of combining First Year of Studies’ (FYS) Advising ePortfolios with traditional advising methods. In addition to enhancing our ability as professional advisors to engage first-year students in the advising process, incorporating ePortfolios in advising provides us the opportunity to teach students how to integrate and be intentional about their college learning experiences. You will also hear about the benefits and challenges of using a Blended Advising Model and best practices for transforming advising with target populations (e.g. first generation, students of concern).


Citation:

Smith Ware, Michelle, Anggara, Trunojoyo, Ambrose, G. Alex  (2016) “Incorporating ePortfolios into Advising Practice” The Association of Authentic, Experiential, and Evidence-Based Learning (AAEEBL) Midwest Regional Conference, South Bend, Indiana


About the Conference:

The Kaneb Center for Teaching & Learning, in partnership with the Open Badges in Higher Education, is hosting the Association of Authentic Experiential, and Evidence-Based Learning (AAEEBL) Midwest Regional Conference on Wednesday May 11 and Thursday May 12, 2016. Click here for more details about the conference, program, and registration.

Integrative Student Assessment in the First Year Experience through Analytics, Digital Portfolios, and Badges

Abstract:


In the academic year 2015-2016, the First Year of Studies in collaboration with the Division of Student Affairs launched the Moreau First Year Experience, a two-semester course sequence designed to assist first-year students in making a meaningful transition to collegiate life at Notre Dame. In our inaugural year of Moreau First Year Experience, we were able to collect, store, and analyze student data through Sakai and ePortfolio submissions in collaboration with the Kaneb Center for Teaching and Learning and Office of Information Technologies (OIT). The data are used to provide interventions for students with at-risk performances and show how students meet course goals of integrative learning and increasing sophistication in the use of technologies (audio, image, and video) through voluntary digital badges. In this presentation, we will show how the two spectra of interventions and celebration of exemplar work are being used to enhance the value of the Moreau First Year experience course.  The Moreau First Year Experience has significant campus-wide impact because it involves students and instructors from all university disciplines and will soon be the one academic experience common to all students at Notre Dame. As such, the Moreau First Year Experience is a uniquely powerful way to study and analyze successful student behavior.


Citation:


Dawson, Maureen, Ambrose G. Alex, Lanski, Alison, Anggara, Trunojoy, Dillon, John (2016) “Integrative Student Assessment in the Moreau First Year Experience through Analytics, Digital Portfolios, and Badges” Association of Authentic, Experiential, and Evidenced-based Learning (AAEEBL) Midwest Regional Conference. Notre Dame, Indiana.  

About the Conference:

The Kaneb Center for Teaching & Learning, in partnership with the Open Badges in Higher Education, is hosting the Association of Authentic Experiential, and Evidence-Based Learning (AAEEBL) Midwest Regional Conference on Wednesday May 11 and Thursday May 12, 2016. Click here for more details about the conference, program, and registration.

Notre Dame Issues 151 Digital Badges in an edX MOOC

In July of 2015, the University of Notre Dame’s Office of Digital Learning & Kaneb Center for Teaching & Learning successfully designed, developed, and delivered one of the earliest and largest digital badge initiatives in an edX MOOC

2016-06-17 11_21_10-I _Heart_ Stats_ Learning to Love Statistics _ edX

Click here to see the edX course “I ‘Heart'” Stats: Learning to Love Statistics”

2016-06-17 11_26_25-I Heart Stats Digital Badge • Credly

Click here to see the 151 Credly badges that were issued.

We also did a design-based research study on this project that you can read more about below.

ReAL Design Lab self published paper on db

Ambrose, G. Alex, Anthony, Elizabeth, DeJaegher, Duan, Xiaojing, Crystal, Dillon, John ( 2015) “Examining Digital Badge Impact on Learners’ Profiles, Performance & Perceptions in a Massive Open Online Course” University of Notre Dame, Research & Assessment for Learning Design Lab. 

Click on the hyperlink above to read our self-published paper. Unfortunately, this short paper was not accepted to this year’s Learning Analytics & Knowledge Conference but blind review journals and conferences won’t stop us from getting this work out (thanks to self-publish blogs and Academia.edu). So in the meantime, let’s use this self-published citation for attribution.

Abstract:
Massive Open Online Courses (MOOCs) provide universities with opportunities to advance educational research, improve access to education, and exhibit institutional merit. Universities worldwide have attempted to take advantage of these opportunities using various platforms (e.g., edX, Coursera) by issuing certificates of completion. The effects of digital badging as an alternative credential in MOOCs, however, have yet to be fully explored. This pilot case study examines the impact of digital badges on learners’ profiles, performance, and perceptions throughout the 8-week duration in a MOOC. A design-based research approach, learning analytics techniques, learner surveys, and observational/performance data were used to explore relationships between digital badging and MOOC passers. Preliminary findings suggest digital badging did not have an impact on MOOC course completion when compared to platform-issued certificates, but interest in a digital badge may be an indicator of commitment to the course. After better understanding the learner profile and perceptions of badge earners, design pitfalls and potential implications are shared.

 

Twitter 140 characters or less summary:
@NotreDame issues one of earliest & largest @Credly #DigitalBadge in @edX #MOOC