Content Proposal
Cross-Cultural Personal e-Portfolios = CUBEs:
A Fresh Framework for Standardizing Student Profiles
EDM-665 On Line Course Development
EDM-613 Media Asset Creation
Education Media Design & Technology MS Program
Full Sail University
Prepared by:
Laurie Stubbs-Hammond
March 2, 2010
I. THESIS ABSTRACT
This empirical research project is a phenomenological, constructivist one studying the impact a supportive, web-based social network, and an awareness of personal intelligence assets has on an individual’s self-esteem and motivation to restart their educational journey. The research participants can be referred to as “invisibles” those that mainstream education often fail, (i.e. immigrants, women, minorities, and drop-outs). The process of self-reflection, metacognition, and the group membership help correct the obstructive element(s) in their personal stories. These newfound self-reliance and subsequent 21st century skills should transform previously dismissed ex-students to capable, techno-savvy, self-actualized workers who continue life-long learning towards their goals. They will have joined an exclusive social support network, formed meaningful relationships through peer coaching, and identified with group members. Participants will have assisted in the instructional design of their personalized plan, redefined their life goals; as a result, increased their self-esteem by building an e-portfolio showcasing their intelligence assets.
II. Introduction
Problem Addressed
The problem of being a returning student without any support was the underlying issue for this research. The need that was addressed in the thesis was that of individuals who became derailed from their education due to unforeseen circumstances and lack of emotional and technical assistance.
The media project supports these research participants by extending the online environment through a social network incorporated into their own personal learning network. The students are then provided with a framework into which they can record their intelligence assets and make potential employers aware of their marketability. This profiler combines the best practices of e-portfolios and resume content creation.
A new format for standardizing criteria will be developed. It will be deployed through a Dreamweaver site and utilize the advanced functionality of Flash media. A MOODLE module of lessons will also support it.
Target Audience
This project is designed for individuals that are restarting their education and for potential employers, human resource directors, high school guidance counselors who are interested in assessing individuals by using authentic intelligence assets within a standardized framework.
Further applications can be made for any individuals who are interested in completing their own profile and compiling e-portfolio media assets within.
Sharing the project
The current plan for sharing the media project is to incorporate personal log in components and set it up as a donation ware web 2.0 tool. Facebook, twitter, LinkedIn, and viral video are the current plan for sharing. More research needs to be done in this area. Within a year, the plan is to submit the proposal for consideration of commercial development.
It was created in Dreamweaver and Flash. The final output is a web or flash-based report generated that reports the individual’s profile info in a standardized printable graphic.
III. Goals and Objectives
Instructional Goal
The instructional goal for this media project is for the student user to profile themselves through a comprehensive workup of their criteria-based knowledge and experiences. The secondary goal is to improve their personal self-esteem through the creation of a visual depiction of their assets. The subject of the media project is the creation of individual students’ profiles with e-portfolio qualities. Through the compilation of their abilities, the users will identify strengths in their knowledge base, as well as identifying weakness or gaps in their learning. By having this information, it will enable them to guide direction of their learning plans, as well as inform teachers, coaches, or other support members. The affective domain goal of improved self-esteem will motivate the student onto further studies.
A graphical representation will give individuals a visual report of their intelligences and abilities. This reflective awareness will increase student self-esteem and attitudes.
Learners need this reflective knowledge of their abilities to provide self-motivation for advancing on their goals. The main outcome is to create a standardized framework for comparing intelligence assets in the workplace. The main goal for the creation of this project is to create a universally useful tool similar to Google™ or Wikipedia.
Learning Domain
The cognitive skills (knowledge) being gained by the students are those developed indirectly from the independent studies being taken by the research participants. Additional supportive cognitive materials are being built into the media project and can be accessed through links to lessons that are specifically designed for kinesthetic, visual, auditory, and experiential learning styles. The lessons are being provided as links in the to support the curricular criteria (i.e. core competencies and 21st century skills). These are organized within a MOODLE LCMS.
Most of the student growth will be in the affective domain of self-esteem as awareness of intelligence assets grows. This will be the outcome measured through a summative assessment. A formative assessment is embedded within the design structure of the media project so that the student always has an awareness of their knowledge levels and can share that with whoever may be supporting them, as they choose.
Learning Objectives
The learning objectives are taken in part from The Partnership for 21st Century Skills. They are appropriate for students re-entering the education world and for individuals upgrading their career skills. They are:
ICT (Information, Communications and Technology) LITERACY
Applying Technology Effectively
1. The student will use technology as a tool to research, organize, evaluate and communicate information.
2. The student will use digital technologies (computers, PDAs, media players, GPS, etc.) communication/networking tools and social networks appropriately to access, manage, integrate, evaluate and create information to successfully function in a knowledge economy.
3. The student will apply a fundamental understanding of the ethical/legal issues surrounding the access and use of information technologies.
LIFE AND CAREER SKILLS
FLEXIBILITY AND ADAPTABILITY
Adapting to Change
1. The student will adapt to varied roles, jobs responsibilities, schedules and contexts.
2. The student will work effectively in a climate of ambiguity and changing priorities.
Being Flexible
1. The student will incorporate feedback effectively.
2. The student will deal positively with praise, setbacks and criticism.
3. The student will understand, negotiate and balance diverse views and beliefs to reach workable solutions, particularly in multi-cultural environments.
INITIATIVE AND SELF-DIRECTION
Managing Goals and Time
1. The student will set goals with tangible and intangible success criteria.
2. The student will balance tactical (short-term) and strategic (long-term) goals.
3. The student will utilize time and manage workload efficiently.
Working Independently
1. The student will monitor, define, prioritize and complete tasks without direct oversight.
Being Self-directed Learners
1. The student will go beyond basic mastery of skills and/or curriculum to explore and expand one’s own learning and opportunities to gain expertise
2. The student will demonstrate initiative to advance skill levels towards a professional level.
3. The student will demonstrate commitment to learning as a lifelong process.
4. The student will reflect critically on past experiences in order to inform future progress.
IV. Presentation
Instructional Approach
The learning theory being applied is Constructivism. It is an extension of the participation within the research, which was also based in constructive learning theory. Through active content creation, students will “discover” their strengths as they build an asset e-portfolio.
Caroline Crawford and fellow researchers have published extensively over the decade on online learning strategies. Vygotsky’s views on socialization’s effects on learning remain valid to this day and support virtual social networks; Modern contemporaries Lave and Wenger’s Communities of Practice build on Vygotsky’s theories that people learn better when they’re in groups with others who share similar interests. As a county, the South Koreans are prolifically reporting research for e-learning, while the Australian government amasses timely data on adult and career training.
Lesson Structure
The lesson presentation will be explained in three parts and described as a research participant experienced the process.
In the beginning, the student developed an online profile within a social network (Facebook). They then applied those skills and joined a private support Ning network for research participants where they developed their own personal learning network. They took a summative pre-assessment in a survey form.
The students then worked on developing personalized learning plans and set new (or redefined) life goals. They simultaneously worked on other courses of study that they had in motion.
It is at this final point that the media project, tentatively titled the “Cube” would be introduced. Student works within their collected e-portfolio files would be migrated over to their own “Cube”. Continuous learning and support for the framework of standards within the Cube could be addressed and instigated through lessons posted on a Moodle LCMS. Wiki contributions are an extension that may be incorporated as time permits.
V. Evaluation ¬¬¬
The summative assessment will be the final output report generated. This was designed to be standardized for ease of comparison. Formative assessment is embedded within the design structure of the media project so that the student always has an awareness of their knowledge levels. They can share that information, or for security reason, not.
There is a self-assessment standardized rubric for knowledge obtained with the supportive lessons. Files uploaded as collected within the e-portfolio further evidence these standards. For this research conclusion, a summative assessment through a survey will be conducted to inform student affective goals. A pre-assessment was conducted and a comparison of before and after results should yield some change.
In a world of independent online learners, uploaded portfolios and student self-assessments are becoming educational norms. Using such a standardized framework, formal assessment can be made comparing the knowledge density of individuals as needed.
Ongoing, this is an e-organic tool. It is designed to grow dynamically to accommodate updates and changes as warranted by ongoing evaluation.
VI. References
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