Enhancing Evidence-Based eLearning Performance by Teaching eFolio Thinking Competencies

1. Enhancing Evidence-Based eLearning Performance by TeachingeFolio Thinking Competencies Bruno Kappes, Ph.D. Professor of Psychology Psychology Department University of Alaska Anchorage, Alaska afbmk@uaa.alaska.edu Anchorage 2015

2. Teaching History • University Teaching 42 years • Live Television 10 years • eLearning 15 years • 100+ eClasses in BB • 300 Students per semester • 900 Students per year

3. Teaching History eLearning Classes • General Psychology • Abnormal Psychology • Forensic Psychology • Psychology of Stress and Coping • Reactions Catastrophic Events-Trauma

4. eLearning as a Collaborative Constructivist Process • Learn by doing (Dewey’s Philosophy) • Individuals make sense of personal learning thru experiences • Learn to applying core concepts in a deep and meaningful manner • eLearning Philosophy – Create a COI: Community of Inquiry

5. Community of Inquiry(Garrison and Vaughan, 08 ) Social Presence Cognitive Presence Teaching Presence

6. Community of Inquiry Framework Social Presence Cognitive Presence Supporting Discourse Educational Experience Selecting Content Setting Climate Teaching Presence

7. Community of Inquiry Social Presence • Key Concept Discussion • Participation feedback • Movie discussion board • PowerPoint class presentations • Collaborate – eLive Sessions • “All About Me”-Students’ Introduction • Study Groups • Chapter Questions Area

8. Community of Inquiry Cognitive Presence • eWorkbook • eTextbook • eLectures • eFolio Thinking Protocol • Exams, Term Papers, PowerPoint • Learning Units (Media, Quizzes) • Psych Links, Examples, Rubrics

9. Community of Inquiry Teaching Presence • Professor’s Blog & Feedback • Teaching Assistants Feedback • Learning Objectives • Rules and Etiquette • Academic Honesty / Plagiarism • Course Information Quiz • Basic Skills for Success

10. Matching Pedagogy to eActivity

11. eFolio Teaching & Learning Philosophy CognitivePresence Supporting Discourse Selecting Content Educational Experience Social Presence Teaching Presence Engaging Ownership Setting Climate Student/Peer Teaching & Learning Presence*

12. eFolio Thinking PhilosophyStudent/Peer Teaching & Learning Presence • Professional examples • Personal examples • Academic examples • Past learning examples • Peer responses • PowerPoint Presentations

13. Structured eFolio Thinking – Six P’s Student/Peer Teaching & Learning Presence (Kappes, 2012) • Present Concept • Professional Example • Personal Example • Prior Learning • Provide References • Peer Feedback

14. Table 1 eFolio Thinking Protocol

15. Table 2 Assignment Demand Characteristics: Exams versus eFolio Thinking

16. Assessing Final Paper Assignments • Reflection Paper • Critical Thinking Paper • eFolio Essay Paper

17. Educational GoalsReflection 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.

18. Educational GoalsCritical 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-focusedand evaluates their ability to articulate their knowledge of the course content.

19. Educational GoalseFolio 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.

20. Table 1 eFolio Thinking Protocol

21. Student Participants Numbers by Year Over Semesters TOTAL N = 671 • Fall 2011 Semester (n=199) • Spring 2012 Semester (n=222) • Summer 2012 Semester (n=98) • Fall 2012 Semester (n=152)

22. Table 4 2011 Fall SemesterGrades by Exam vs. Paper Results (p<.05*, p<.01**)

23. Table 5 2012 Spring SemesterGrades by Exam vs. Paper Results (p<.05*, p<.01**)

24. Table 6 2012 Summer SemesterGrades by Exam vs. Paper Results ( (p<.05*, p<.01**)

25. Table 8 2012 Fall Semester Grades by Exams vs. Paper Results (p<.05*, p<.01**)

26. Benefits of eFolio Thinking: Product Perspective Provides General Psychology • Better Grades • Positive Course Exp. • Learning Evidence via eFolio Thinking Paper Weekly Key Concepts Abnormal Psychology • Better Grades • Positive Course Exp. • Learning Evidence via eFolio Thinking Paper Weekly Key Concepts Term Paper PowerPoint Presentation