Final Project Group 3 Sect 02tej Final Submission

Final Project
E-Portfolio Workshop
Rachel M. Boutet-Font
Julie Ellis
Kristina Miller
Jessica Rosario
10,
August 10, 2013
EDCI 572, Section 2

Instructor: Dr. Tristan Johnson
Table of Contents
Section 1
Analysis
Introduction
Front End Analysis and Instructional Goals

Performance Analysis
Needs Assessment
Instructional Goal
Goal/Task Analysis
Subordinate and Entry Skills
Learner and Context Analysis
Learner Analysis
Achievement and Ability
Experience
Attitudes
10
Context Analysis
11
Section 2
12
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Design
tcejorP laniF ,20-275 ICDE | oirasoR ,relliM ,sillE ,tnoF-tetuoB
Performance Objectives
13
Assessment Instruments
17
Assessment Plan
17
Assessment Plan
17
Entry Skills Assessment
Pretests
18
Practice Tests
18
Posttests
18
Design Evaluation Chart
Instructional Strategy
17
19
26
Pre-Instructional Activities
26
Gain Attention and Motivate Learners
Describe Objectives
Describe and Promote Recall of Prerequisite Skills
FollowFollow-Through Activities
Memory Aids for Retention
Transfer
26
27
27
27
27
27
Student Groupings and Media Selections
27
Content Presentation and Learner Participation
28
Section 3
36
Workshop Agenda and Materials
37
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Development
Section 4
Implementation, Evaluation and Revision
Implementation Report
42
43
Purpose of Implementation 43
Implementation
43
Selection of Students
43
Electronic Delivery
44
Response Rate
44
Scoring Student Portfolios
45
Assessment Report: Learner Performance and Reflection
45
Instruction/Workshop
Formative Evaluation and Revision Report: Instruction/Workshop
Components
46
Overall Functionality/Effectiveness of the Workshop
46
Components of the Workshop That Worked Well
46
Components of the Portfolio That are in Need of Revision
47
Specific Changes Recommended by this Group
Appendix A
Goal Analysis
49
51
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Appendixes
47
Appendix B
Appendix C
Survey Document and Response Data
Appendix D
Links
58
Appendix E
Rubric
60
Appendix F
List of Competencies for LDT Online Masters Program
Appendix
Appendix G
Bingo Sheet
Appendix H
Matching Artifacts and Competencies Document and Key
Appendix I
E-Portfolio Checklist
Appendix J
Tips for a Winning Portfolio (infographic)
52
57
62
63
66
68
69
References 70
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Analysis
Section 1:
. Introduction
The LDT online masters program at Purdue University requires its students to create an eportfolio containing projects and assignments aligned with a set of pre-defined LDT
competencies. This e-portfolio should demonstrate mastery of the knowledge acquired
in the program, establishing the validity of the degree and prove that the student is a
worthy candidate for graduation.
This one-hour workshop will provide the necessary practice needed to develop key
components of an e-portfolio that will appropriately feature academic and practical
experience, while fulfilling the programs requirements.
The faculty has identified the one-hour online workshop format as the most appropriate,
due to surveys indicating online students schedules are already so strained that more
lengthy instruction could not be justified.
. Front-end Analysis and Instructional

Goals
a. Performance Analysis:
Faculty members in charge of reviewing students e-portfolios have expressed that
many of them do not meet the programs requirements the first time they are turned
in, and that they are being forced to inefficiently spend numerous hours providing
feedback to students in order to get the portfolios to be acceptable. Because this is
the case with such a large number of the students turning in e-portfolios, the faculty
feels rushed through this process, causing a disservice to the students and being
detrimental to the final product.
For that reason, the department has created a committee to determine whether the
students enrolled in the program in fact have mastery of the knowledge acquired and
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that they have completed appropriate assignments that could serve as the artifacts.
The committee has concluded that the performance problem stems not from a lack
of mastery of the actual competencies or nonsufficient artifacts, but rather from a
lack of knowledge and skills needed to design and publish an effective e-portfolio
that will appropriately display such competencies.
b. Needs Assessment:
The same committee was tasked with identifying the actual gap in performance and
specifically, common disparities between well-executed e-portfolios and those being
turned in. They have concluded that the desired status is for at least 85% of the
students turning in e-portfolios for the first time to fulfill at least 90% of the
requirements, as graded by a rubric, making the e-portfolio acceptable for the
purposes of the program as well as to constitute an effective job searching tool. This
would allow the faculty to spend the prescribed amount of time with those who need
additional guidance with this task.
Currently, only 60% of the students turning in their portfolios for the first time are
satisfying the requirements at a minimum of 90%. The existing performance gap,
coupled with the performance analysis indicates that instruction is needed, so that
students may develop the skills necessary to effectively develop satisfactory eportfolios. The instruction will aim to increase the percentage of first-attempt eportfolios that are adequate, by 25%.
c. Instructional Goal:
LDT students will create key components an e-portfolio that meet the programs
requirements for 2 of the 8 predefined competencies
. Goal/Task Analysis
See Appendix A
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. Subordinate and Entry Skills

See Appendix B
. Learner and Context Analysis

LEARNER ANALYSIS
a. Achievement and ability:
All learners will be graduate students of Purdue Universitys Masters of Science in
Education in Learning Design and Technology, for both, the online and on-site
programs, in the later stages of the program. Demographic information was
obtained from the departments records.
As it is the case in many graduate programs especially those that are entirely
online, student age varies greatly, as well as achievement levels. This is relevant
because their technological/computer skills, which has proven to have a direct
relationship with age in a large percentage of the cases, will vary significantly
from student to student.
However, despite the disparities, the fact that all of the learners will have
satisfactorily completed the majority of the program, the assumption is made that
all have sufficient, if not similar levels of learning abilities.
b. Experience
Questionnaires were conducted to establish learners experience in regards to
their current jobs, prior experience, entry skills and prior knowledge of topic area.
In addition, program exit questionnaires (completed by students who have
fulfilled graduation requirements, including the e-portfolio) were included in the
analysis, in order to ensure a more representative group that would allow general
assumptions to be made in regards to future students likely to enroll in the
program.
Three professional fields stand out in regards to learners current positions and
prior experience. The technology, education, and instructional design fields are
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each represented by approximately 30% of the students. An additional 10% of

the students currently have never worked in any of these three areas.
The differences in this regard are relevant because some students will be
disproportionately more familiar with different segments of the instruction, while
being weaker in others. For example, those with education backgrounds may
have an easier time with developing the outline for the structure of the eportfolio, while those currently working (or with prior experience) in technology,
may be better prepared to tackle the technological aspects of the workshop.
c. Attitudes
In the survey, several questions aimed at revealing attitudinal information about
the students. Those results, coupled with reports of observations by professors in
the online program, of the informal asynchronous discussions and student
questions, reveal that overwhelmingly, students have a favorable attitude toward
the content, since they view it as necessary information in order to complete one
of their last and most challenging graduation requirements. For this reason, they
are highly motivated to complete the workshop. On the other hand, however,
especially in the case of online students, by the time they get to the point where
they would be taking the workshop, they are experiencing some burn out. So,
while the topic grabs the attention of the students, it is necessary to pay special
attention to sustaining attention. Interviews with reviewing professors indicate
that in the past, one strategy that seems to work well in this regard is showing
visual examples of successful e-portfolios and e-portfolio componentsthus
integrating concreteness (Keller, 1987) into the instruction.
While relevance, another motivational component (Keller, 1987), is in large part
established by the graduation requirement to complete the e-portfolio, an
additional dimension of it is added by the prospect of having a useful job search
tool as a final product.
The last two components of motivation (Keller, 1987)--confidence and
satisfaction--are considered to the extent that in this case, existing learner
characteristics, such as the fact that students inherently expect to complete this
task successfully just like they have all the classes that came before, and the
natural consequence of completing an above satisfactory e-portfolio, both
contribute positively not only to student motivation, but also to their
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expectations for instruction. For the most part, they have positive attitudes
toward the program in general, and expect this workshop to be of similar quality.
In regards to the delivery system, in the case of online students, they expect the
instruction to be delivered online, and are grateful that such important content
can be delivered in only an hour, since for the most part, they lack time due to
family and work commitments. In the case of the face-to-face degree students,
they welcome the change in mode of presentation, but show a little
apprehension toward not having a live instructor to synchronously ask questions.
This are all issues with implications on the learning preferences of the students.
Also, prior feedback by online students indicates that most of the online
instructions has been very similar in format, and they crave some variety.
CONTEXT ANALYSIS
Although the goal was predetermined by the LDT department, it is important to
note that it was through a needs assessment analysis that the opportunity to
improve performance through a one-hour online workshop was identified. As
such, the project has full support of the department leadership and faculty, and
proves relevant not just to the target group (students), as established above, but
also to the faculty who will be making more efficient use of their timean issue
that also concerns the departments leadership.
The online delivery allows full-participation for not just onsite but online students
as well, although the lack of a live instructor or asynchronous student feedback
(since it is only an hour class), present some social challenges that need to be
addressed.
Computers, as well as an adequate internet connection, comprise the main
tools to be used in this context. In this regard, students are already expected to
provide these tools for themselves, making the learning context compatible with
instructional requirements. In addition, the Purdue LMS infrastructure provides
an adequate setting through which the instruction will be accessed, managed,
and supported, establishing adaptability of the delivery approach.
Because the instruction will take place online, and the work environment for the
task of completing an e-portfolio is also virtual, the learning context is not only
highly adaptable, but rather it provides the actual conditions in which the
knowledge will be applied.
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The main constraint that will affect instructional design and delivery is the time
component, since it must be delivered as a one-hour workshop. These
constraints are closely related to the social challenges of the delivery approach,
which must be creatively tackled.
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Design
Section 2:
. Performance Objectives
Table 1
Main Instructional Goal
Terminal Objective
LD&T students will create key

components of an ePortfolio that
meet the program's requirements
for 1 of the 8 predefined
competencies
Given several completed artifacts from the LD&T program (CN),

students will create key components of an ePortfolio (B) that meet
the LD&T program's requirements for 1 of the 8 predefined
competencies (CR).
Main Step in Instructional Goal Performance Objective

1 Select one competency.
Given the document List of Competencies for LDT Online Masters

Program (CN), the students will select, from the list, one
competency (B) to be included in a practice e-portfolio (CR).
Subordinate Skills
Subordinate Objectivep
1.1 Identify the competencies

required by the program
Given the document List of Competencies for LDT Online Masters

Program (CN), the students will identify the eight competencies
(B) for which they have to demonstrate mastery in a competency eportfolio (CR).
1.2 Identify the skills.
Having identified the competencies (CN), the students will identify

the skill (B) required by each competency(CR)
1.3 Select competencies.
Based on personal preference (CN), the students will select one

competency (B) from the list (CR).p
1.4 Mark selection.
Once the competency has been selected (CN), the students will
mark their selection (B) on the List of Competencies for LDT
Online Masters Program document (CR).

2. Select most appropriate
artifact to be matched with
the chosen competency.
Given artifacts that have been completed and graded by the LD&T
professors (CN), identify the artifact (B) that best demonstrates
mastery of the chosen competency in order to display in the
ePortfolio.
Subordinate Skills
Subordinate Objective
2.1 Identify available artifacts
Given a list of program assignments (CN)), identify artifacts that

have been completed (B). Artifacts should have feedback from
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professors as well as a final grade to be eligible for inclusion (CR).

2.2 Evaluate available artifacts
Given the Bingo Sheet reference provided to all students in

EDCI660B and, having identified relevant assignments that apply to
the chosen competency (CN), the student should evaluate the
available artifacts (B) for the best demonstration of the mastery of
the competency (CR). The artifacts that best demonstrate mastery
will be selected for possible inclusion to the ePortfolio
2.2.1 Recognize characteristics in Given the Bingo Sheet reference provided to students in
artifacts that align them with
EDCI660B (CN), recognize characteristics of assignments (B) that
specific competencies
align them with specific requirements of the competencies (CR).
The student will highlight components of the artifacts that
demonstrate mastery of the chosen competency.
2.2.2 Classify artifacts by the
competencies they illustrate
Using the artifacts that the student has gathered (CN), the student
will classify the artifacts (B) according to the competencies that
they align with (CR).
2.2.3 Eliminate artifacts that do

Following evaluation of the artifacts (CN), the student will eliminate
not demonstrate mastery of any any artifacts that do not clearly and succinctly demonstrate
of the competencies
mastery of the chosen competency (B) as predefined in
instructional activites contained on steps 2.2-2.2.2 (CR).
2.3 Discriminate among artifacts
that illustrate the same
competencies based on
evaluation.
Using the artifacts that have been chosen as examples of mastery

of the competency (CN), the student will discriminate among
artifacts to include in the ePortfolio that are of the highest quality
(B) as determined by the grade attained (CR).

3. Develop a narrative to be
included with each
competency
Having chosen 1 of the 8 competencies defined by the LD&T

program (CN), develop a narrative (B) that clearly and succinctly
describes why that artifact demonstrates mastery of the
competency (CR).

Given an existing introductory tutorial (CN), choose either
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4. Choose webshell for
ePortfolio (pre-instructional
activity)
Wordpress or Wix as a webshell (B) by evaluating personal

preference and needs of the ePortfolio (CR).

5. Create an outline to define
structure within the chosen
webshell.
Having selected artifacts for the ePortfolio (CN), students will

create an outline (B) that defines their structure within the portfolio
in order to organize content to be placed in the ePortfolio (CR).

6. Populate web shell with
content and design elements
Having developed the content and given the appropriate

technological tool/web shell (CN), populate web shell (B) so that it
satisfies all of the required components as per the e-portfolio
rubric (CR).
Subordinate Skills
6.1 Demonstrate user

knowledge of the web
application (Entry skill)
Given existing working knowledge or, alternatively, completion of a

pre-instructional tutorial (CN), demonstrate user knowledge of the
web application (B) by successfully utilizing all the basic features of
the application as shown on the practice activity (CR).

7. Satisfy the identified
requirements for the
ePortfolio
Having created an ePortfolio shell (CN), satisfy the identified

requirements within and throughout the e-portfolio and recalled
by the learner (B). The chosen web application should display and
satisfy all of the developed content in the format defined by the
outline (CR).
Subordinate Skills
7.1 Identify the purpose of the

ePortfolio
Given time to review a partners ePortfolio, via screenshot, and the

samples (CN), the student should identify the purpose of an
ePortfolio and identify its worth (B) so the learners ePortfolio is on
track (CR).
7.2 Critique effectively (Entry

Skill)
Given the criteria handout (CN), the student will critique (B) the
reflection present to ensure the artifacts articulate the growth,
success, and accomplishments and include short and long term
goal setting for continued learning (CR). The learner must exhibit
the ability to effectively critique work and provide suggestions for
constructive concrete alternatives.
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7.3 Meet guidelines for the

purpose of the ePortfolio
Choosing a web shell and identifying the purpose to meet the

guidelines (CN), the students will display their knowledge (B)
through the use of multimedia (CR).
7.4 User knowledge of the

copyright criteria
Recalling prior knowledge of citations (CN), the students will use

correct citations and display proper copyright permissions (B) on
the use of all images, media, and text (CR).
7.5 Route links appropriately for Reviewing the portfolio (CN), students will be linking, labeling, and
intuitive navigation
organizing of artifacts (B), and related pages in different sections of
the website, still connect to the Home Page (CR).
7.6 Display consistent
typography
Utilizing appropriate use and consistency of typography (CN), the

student will ensure the content displayed is accessible and
consistent (B) to enhance readability (CR) of the ePortfolio.
7.7 Display quality writing
Given an editing checklist (CN), students will proofread the content

of the portfolio (B) to display quality writing that contributes to a
style of that is effective and succinct (CR).

8. Evaluate content and
design of the ePortfolio
Having developed the content and web shell of the ePortfolio, and
utilizing the rubric as a checklist (CN), evaluate whether or not it
satisfies all of the required components (B) as per the e-portfolio
rubric provided (CR). Discussions should take place and feedback
provided by the learner to peer.
Subordinate Skills
8.1 Apply user knowledge of

Given the evaluation rubric (CN), students will assessing the
how to use the rubric (Entry skill) content of the sample ePortfolio and compare it to the
requirements, as defined by the rubric. Each learner will provide
user feedback (CR).
8.2 Discuss criteria from the
rubric
Using the rubric as a checklist (CN), students will discuss specific

content and overall design (B ) as presented in the rubric providing
constructive feedback to one another (CR).
8.3 State criteria from rubric
When asked about the criteria, learners will share ePortfolio

screenshots (CN), the partners will state the criteria presented in
the rubric in the feedback (B) concerning the content or design in
the comment/feedback section of the rubric (CR).
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9. Publish e-portfolio
Having satisfied the identified requirements of the e-portfolio (CN),

publish e-portfolio using the chosen web application (B) so that it
displays all of the developed content in the format defined by the
outline (CR).
. Assessment Instruments
ASSESMENT PLAN
a. Entry Skills Assessment
Most of the entry skills specified in the subordinate and entry skill analysis do not
require a formal assessment tool. These entry skills include:
Infer relationships between concepts.
Organize information into an outline
Apply knowledge of how to utilize a rubric for evaluation.
Recall meaning of LDT terminology used in description of competencies.
The decision to forgo requirement of a formal assessment tool for the above
entry skills is based on the fact that the learner population is comprised of
graduate students in advanced stages of formal education at an elite institution.
It is assumed that in order to attain the current level of education, the above skills
have been mastered at a high degree of proficiency. The indicator for mastery of
the above skills is thus their current educational status.
In addition, the following skills have also been identified in prior analysis and also
do not warrant formal assessment:
Recognize constitutes an artifact.
Define artifact within this context.
Interpret written descriptions of the competencies.
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The justification for omission of formal assessment in the case of these skills,
however, is specifically tied to the program of study of the learner population.
The workshop is restricted to graduate students in advanced stages of the LDT
masters program, who through prior coursework have been exposed to the
concepts and descriptions of the programs competencies and artifacts. Prior
satisfactory completion of EDCI 660-B will serve as an indicator of mastery of
these skills.
It has been determined that only one entry skill requires formal assessment:
Demonstrate knowledge of the web application to be used.
The need for formal assessment is two-fold. On one hand, because success of
the instruction hinges on the use of the chosen web shell, this assessment will
help determine which students will need to complete a pre-instructional tutorial
to ensure potential learning success. On the other hand, it will prevent
unnecessary instruction to those who have already mastered this skill. The
assessment tool will consist of a self-report online survey. For those who report
not having this entry skill, recorded completion of an online pre-instructional
tutorial on the use of WordPress, will serve as indicator of mastery.
b. Pretests:
Pretests will not be utilized for this workshop because all of the defined
objectives have been specifically established based on a thorough performance
analysis and needs assessment. The objectives represent the most common
knowledge gaps that must be addressed. As such, the department leadership has
issued a mandate that all graduate students must complete the workshop prior
to submitting their e-portfolio. For this reason, a pretest would not provide any
added efficiency, and thus taking time during a one-hour workshop to administer
it cannot be justified.
c. Practice Tests:
After each step is completed, practice test items will be administered, and will
include questions to ensure that skills have been achieved, as per the rubric.
Practice tests will also include creation of the different components of the
ePortfolio as well as peer review activities.
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d. Posttests:
The posttest will consist on the creation and publication of the key components
of an ePortfolio that meets the programs requirement as measured by a rubric,
for 1 competency.
DESIGN EVALUATION CHART
Main Instructional Goal
Terminal Objective
Assessment
LD&T students will create key

components of an ePortfolio that
meet the program's requirements
for 1 of the 8 predefined
competencies
Given several completed artifacts

from the LD&T program (CN),
students will create key components
of an ePortfolio (B) that meet the
LD&T program's requirements for 1
of the 8 predefined competencies
(CR).
Create key components for an

e-portfolio that meet the
requirements for the chosen
competency from the list of 8.
Assessment
1 Select one competency.
Given the document List of

Competencies for LDT Online
Masters Program (CN), the students
will select, from the list, one
competency(B) to be included in a
practice e-portfolio (CR).
Select 1 of the 8 competencies
Subordinate Skills
Assessment
1.1 Identify the competencies

required by the program
Given the document List of

Masters Program(CN), the students
will identify the eight competencies
(B) for which they have to
demonstrate mastery in a
competency e-portfolio (CR).
What are the eight

competencies required by the
program?
1.2 Identify the skills.
Having identified the competencies

(CN), the students will identify the
skill (B) required by each
competency(CR).
What are the skills required to

demonstrate mastery of each of
the competencies on the list?
1.3 Select competencies.
Based on personal preference (CN),

the students will select one
competency (B) from the list (CR).
Which 2 of the 8 competencies

would you like to use for this
project?
as a foundation for your

ePortfolio
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1.4 Mark selection.
Once the competency has been

selected (CN), the students will mark
their selection(B) on the List of
Masters Program document (CR).
Make a final competency

selection.
Assessment
2. Select most appropriate

artifact to be matched with the
chosen competency.
Given artifacts that have been

Select one artifact that
completed and graded by the LD&T represent all the skills included
professors (CN), identify the artifact
in the chosen competency.
(B) that best demonstrates mastery of
the chosen competency in order to
display in the ePortfolio.
Subordinate Skills
2.1 Identify available artifacts
Given a list of program assignments Which artifact best

(CN)), identify artifacts that have been demonstrates mastery of the
completed (B). Artifacts should have competency?
feedback from professors as well as a
final grade to be eligible for inclusion
(CR).
2.2 Evaluate available artifacts
Given the Bingo Sheet reference

provided to all students in EDCI660B
and, having identified relevant
assignments that apply to the chosen
competency (CN), the student should
evaluate the available artifacts (B) for
the best demonstration of the
mastery of the competency (CR). The
artifacts that best demonstrate
mastery will be selected for possible
inclusion to the ePortfolio.
Evaluate and choose the course

assignments that have been
completed for potential use in
the ePortfolio.
Using a printed version of the

selected artifact, highlight
components that clearly and
succinctly demonstrate
alignment with the chosen
competency.
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2.2.1 Recognize characteristics in Given the Bingo Sheet reference

artifacts that align them with
provided to students in EDCI660B
specific competencies
(CN), recognize characteristics of
assignments (B) that align them with
specific requirements of the
competencies (CR). The student will
highlight components of the artifacts
that demonstrate mastery of the
chosen competency.
Assessment
2.2.2 Classify artifacts by the

competencies they illustrate
Using the artifacts that the student

Design a chart that classifies
has gathered (CN), the student will
the artifact within certain
classify the artifacts (B) according to competencies.
the competencies that they align with
(CR).
2.2.3 Eliminate artifacts that do

Following evaluation of the artifacts
not demonstrate mastery of any (CN), the student will eliminate any
of the competencies
artifacts that do not clearly and
succinctly demonstrate mastery of
the chosen competency (B) as
predefined in instructional activites
contained on steps 2.2-2.2.2 (CR).
Eliminate artifacts that are not

chosen for the ePortfolio.
2.3 Discriminate among artifacts

that illustrate the same
competencies based on
evaluation.
Choose the 1 artifact that best

demonstrates mastery of the
competency based on the
grade attained.
Using the artifacts that have been

chosen as examples of mastery of the
competency (CN), the student will
discriminate among artifacts to
include in the ePortfolio that are of
the highest quality (B) as determined
by the grade attained (CR).
Assessment
3. Develop a narrative to be
included with each competency
Compose a narrative that

clearly describes why the
chosen artifact demonstrates
mastery of the chosen
competency.
Having chosen 1 of the 8

competencies defined by the LD&T
program (CN), develop a narrative (B)
that clearly and succinctly describes
why that artifact demonstrates
mastery of the competency (CR).
Assessment
4. Choose webshell for ePortfolio Given an existing introductory tutorial

(pre-instructional activity)
(CN), choose either Wordpress or Wix
as a webshell (B) by evaluating
personal preference and needs of the
ePortfolio (CR).
The student should come to the

workshop with a choice already
made about whether to use
Wordpress or Wix for the
ePortfolio webshell.
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5. Create an outline to define
structure within the chosen
webshell.
Having selected artifacts for the

Design an outline that defines
ePortfolio (CN), students will create
the structure of the ePortfolio.
an outline (B) that defines their
structure within the portfolio in order
to organize content to be placed in
the ePortfolio (CR).

6. Populate web shell with
content and design elements
Assessment
Having developed the content and

given the appropriate technological
tool/web shell (CN), populate web
shell (B) so that it satisfies all of the
required components as per the eportfolio rubric (CR).
Assessment
Within the web shell, correctly
populate the following:
-menu titles to reflect titles
designated on outline
-the description and narrative
for competency so that they
can be accessed from the menu
item designated on the outline
-the artifacts so that they can
be accessed from the correct
competency link
Subordinate Skills
Assessment
6.1 Demonstrate user

knowledge of the web
application (Entry skill)
Given existing working knowledge or,

alternatively, completion of a preinstructional tutorial (CN),
demonstrate user knowledge of the
web application (B) by successfully
utilizing all the basic features of the
application as on practice activity
(CR).
(a) Populate a sample title into
7. Satisfy the identified

requirements for the ePortfolio
Having created an ePortfolio shell

(CN), satisfy the identified
requirements within and
(b) Upload a sample document

onto web shell.
(c) Input sample text to be
accessible under menu item
link.
Assessment
(a) What evidence have you
provided that satisfies the
requirements of the
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menu.
throughout the e-portfolio (B). The

chosen web application should
display and satisfy all of the
developed content in the format
defined by the outline (CR).
portfolio?
(b) What does the portfolio
as a whole reveal about your
learning?
(c) What is a feature of this
portfolio you particularly
like?
Subordinate Skills
Assessment
7.1 Identify the purpose of the

ePortfolio
Given time to review a sample

ePortfolio, via screenshot, and the
samples (CN), the student should
identify the purpose of an ePortfolio
and identify its worth (B) so the
learners ePortfolio is on track (CR).
(a) Share your definition and

identify the purpose via
synchronous discussion board
(b) Design a statement of
purpose on the Home Page of
web shell
7.2 Critique effectively (Entry

Skill)
Given the criteria handout (CN), the

student will critique (B) the reflection
present to ensure the artifacts
articulate the growth, success, and
accomplishments and include short
and long term goal setting for
continued learning (CR). The learner
must exhibit the ability to effectively
critique work and provide
suggestions for constructive concrete
alternatives.
a) Use the Evaluation Rubric

to determine if you met the
requirements for the reflection
piece
(b) Provide suggestions for
constructive concrete
alternatives if they are
necessary
(c) Critique reflection piece to
meet rubric criteria.
Choosing a web shell (CN), the

(a) Make sure that appropriate
students will meet the guidelines for artifacts are relevant to the
the purpose (B) of illustrating mastery competencies (b) Provide
of competencies (CR).
examples that best exhibit
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7.3 Meet guidelines for

presentation
capabilities
(b) Using the rubric, evaluate if
the organization and
presentation of the portfolio
are met
7.4 User knowledge of the
copyright criteria
Recalling prior knowledge of citations (a) Cite materials used

(CN), the students will use correct
citations and display proper copyright
permissions (B) on the use of all
images, media, and text (CR).
7.5 Route links appropriately for Reviewing the portfolio (CN),

(a) Test all the links and make
intuitive navigation
students will link(B) related pages in
sure they are working and
different sections of the website (CR). connected to proper page or
section via synchronous
screenshare
7.6 Display consistent
typography
Utilizing appropriate use and

consistency of typography (CN), the
student will ensure the content
displayed is consistent (B) to enhance
readability (CR) of the ePortfolio.
(a) Compare your ePortfolio to

an exemplary model
specifically looking at
typography
Given an editing checklist (CN),

(a) Proofread written content
students will proofread the content of
the portfolio (B) to display quality
(b) Describe how artifacts are
writing that contributes to a style of
related to the competencies
that is effective and succinct (CR).
and help meet the LDT
programs learning outcomes.
Assessment
8. Evaluate content and design

of the ePortfolio
(a) Compare your portfolio to

the rubric checklist
(b) Make necessary
modifications
)52p(
Having developed the content and

web shell of the ePortfolio (CN),
utilize the rubric as a checklist to
evaluate whether or not it satisfies all
of the required components (B) as
per the e-portfolio rubric provided
(CR). Discussions should take place

and feedback provided by the learner
to peer.
Subordinate Skills
Assessment
8.1 Apply user knowledge of

Given the evaluation rubric (CN),
how to use the rubric (Entry skill) demonstrate user knowledge (B) of
how to apply the rubric by
successfully assessing the content of
the sample ePortfolio and comparing
it to the requirements as defined by
the rubric. Each learner will provide
user feedback (CR).
(a) Evaluate your portfolio,
8.2 Recognize criteria from the

rubric
Using the rubric as a checklist (CN),

learners will discuss, via private chat,
the content and overall design
alignment (B) with that presented in
the rubric and provide feedback to
one another (CR).
Indicate which sections are
When asked about the criteria, and

while sharing ePortfolio screenshots
(CN), learners will state the criteria
concerning the content and design
of the ePortfolio (B) as presented in
the comment/feedback section of
rubric (CR).
(a) What is the most critical
8.3 State criteria from rubric
were the requirements met?

(b) How did the learner
demonstrate achievement of
the learning outcomes of the
LDT Program?
most critical in a sample web

shell by highlighting items
related to the key criteria from
the rubric.
section of the portfolio?

Discuss your reasoning.
(b) Provide specific feedback
and state the key elements the
students should have and
create a checklist to use while
reviewing
(c) Share your feedback in
group discussion
Assessment
9. Publish e-portfolio
Publish completed portfolio in

designated URL
)62p(
Having determined that the

requirements of the ePortfolio have
been met, (CN), publish e-portfolio

using the chosen web application (B)
so that it displays all of the developed
content in the format defined by the
outline (CR).
. Instructional Strategy
PREINSTRUCTIONAL ACTIVITIES
a. Gain Attention and Motivate Learners
At the beginning of the workshop, a short video will be shown, in which two
students discuss their experience with creating their portfolio. One student will
mention that because of his prior expertise with WordPress, he thought the
ePortfolio would be a very simple task but it turned out that his first draft got
rejected by the faculty member who reviewed it. Another student in the video will
mention what a crucial role her ePortfolio played in securing her current position
as an instructional designer. Finally, a faculty member will mention that a large
percentage of the ePortfolios that he reviews are initially unsatisfactory, and that
the material to be covered by the workshop specifically addresses the most
common mistakes.
In order to not only gain but maintain the attention of the learners, two
contrasting examples of ePortfolios will be briefly shown. One will be a wellexecuted portfolio and one, an unsatisfactory ePortfolio. These examples will be
referenced throughout the workshop, as the learners progress through the
instruction.
b. Describe Objectives:
The instructor will explicitly state that given several completed artifacts from the
LD&T program, students will create key components of an ePortfolio that meet
the LD&T program's requirements for 1 of the 8 predefined competencies. The
programs requirements will be specified in a rubric. The instructor will proceed to
provide a quick explanation of the components of the ePortfolio to be completed
during the workshop and briefly mention all of the steps to be covered in the
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workshop. In addition, at the beginning of each step, the objective for that step
will be mentioned.
c. Describe and Promote Recall of Prerequisite Skills
At the time of enrollment (which is done online), there will be a prompt indicating
the requirement to either possess working knowledge of either WordPress or Wix,
or to complete a tutorial on WordPress. In order to complete enrollment, learner
will be surveyed to determine proficiency in at least one of these tools. If no (selfreported) proficiency exists, then the learner will be prompted to complete the
tutorial prior to finalizing enrollment.
Then, at the beginning of the workshop, there will be a few practice items to
practice/recall basic functions in the chosen web tool.
FOLLOW-THROUGH ACTIVITIES
a. Memory Aids for Retention
An infographic will depict the most common mistakes made on ePortfolios (which
will be directly related to each performance objective. In addition, the document
List of Competencies for LDT Online Masters Program will be provided, as well
as the programs Bingo Sheet, which provides sample artifacts that may satisfy
each competency.
b. Transfer
In order to support transfer, an online peer-review online community will be
established. Students will be able to submit their workshop ePortfolios for peer
review, as well as their real completed ePortfolios after the workshop. Students
will also be able to peer review others portfolios via asynchronous comments.
c. Student Groupings and Media Selections
Students will work online, synchronously, mainly individually, except for when
paired to review others ePortfolio components. In regards to media, instruction
will be web-based and will include video, synchronous discussion and text.
CONTENT PRESENTATION AND LEARNER PARTICIPATION:
Cluster 1 (Steps 1 & 2)
)82p(
Objectives (step 1)
1. Given the document List of Competencies for LDT Online Masters Program the students will
select, from the list, one competency to be included in a practice e-portfolio.
1.1Given the document List of Competencies for LDT Online Masters Program the
students will identify the eight competencies for which they have to demonstrate
mastery in a competency e-portfolio.
1.2 Having identified the competencies the students will identify the skill required by
each competency.
1.3 Based on personal preference, the students will determine which two competencies
to select from the list.
Content Presentation (step 1)

Content:
The student will be provided with the tools necessary for them to choose one of the eight
competencies of the program.
Examples: The student will be given an example of a chosen competency, as well as the process
for choosing it.
Student Grouping and Media Selection:
Each student will be working independently, and will access the workshop from a computer,
through the internet.
Student Participation (step 1)

Practice Items and Activities:
As the students go through the workshop they will be completing the activities that will end in a
final project. The participation will also be guided by a series of instructions, and documents.
Feedback:
After the workshop is completed, the student will be evaluated using the criteria establish on a
rubric. Feedback on performance will be send by e-mail, with a certificate of completion. For
objectives 1 and 2 a series of questions will help students self-assess the accuracy of their
performance, and will also work as practice assessment.
)92p(
Objectives (step 2)
2. Given a list of artifacts that have been completed and graded by the LDT professors, the
students will identify the two artifacts that best demonstrate mastery of the chosen
competencies.
2.1. Given a list of program assignments, identify artifacts that have been completed.
Artifacts should have feedback from professors as well as a final grade to be eligible for
inclusion.
2.2. Given the Bingo Sheet reference provided to all students in EDCI660B, identify
relevant assignments that apply to the chosen competency. The student should evaluate
the available artifacts for the best demonstration of the mastery of the competency. The
artifacts that best demonstrate mastery will be selected for possible inclusion to the eportfolio.
2.2.1. Given the Bingo Sheet reference provided to all students in EDCI660B,
identify portions of assignments that align with specific requirements of the
competencies. The student will highlight components of the artifacts that
demonstrate mastery of the chosen competency.
2.2.2. Using the artifacts that the student has gathered, the student will develop
an outline that classifies the artifacts according to the competencies that they
align with.
2.2.3. Following evaluation of the artifacts, the student will eliminate any artifacts
that do not clearly and succinctly demonstrate mastery of the chosen
competency.
2.3 Using the artifacts that have been chosen as exemplary examples of mastery of the
competency, the student will decide which artifact to include in the e-portfolio. The
student will compare the artifacts based on quality, relevance, and personal preference.

Content:
A small selection of competencies will be presented and discussed. Each competency will be
presented via a PowerPoint slide that lists the components of the competency. At this point,
each pre-determined artifact will be discussed in relation to how it demonstrates mastery of the
)03p(
given competency. Continuation of the PowerPoint presentation will highlight why the artifact
should be chosen to include in the ePortfolio.
Examples:
One example of an already paired competency with its best-suited artifact, accompanied by an
explanation of how that artifact represents the skills contained in the competency, will be
provided.

Activity 1:
Students will classify the artifacts by which competencies they might demonstrate.
Activity 2:
In a printed version of the artifact, students will highlight the components of each artifact that
align them with the chosen competency.
Activity 3:
After the artifacts have been classified, the students can then elimate any artifacts that do not
clearly and succinctly demonstrate mastery of the chosen competencies.
Activity 4:
The students will choose between options of artifacts that demonstrate the same competency in
order to narrow down their choice of artifacts to one assignment.
A series of questions will help students self-assess the accuracy of their performance, and will
also work as practice assessment. After the workshop is completed, the student will be evaluated
using the criteria establish on a rubric. Feedback on performance will be sent by e-mail, with a
certificate of completion.

Objective (step 3)
)13p(
3. Develop narrative to be included with each competency.

Content:
Explain the importance of the narrative as it is related to the ePortfolio. Present two sample
narratives via PowerPoint and point out which components of the narratives make them the
most appropriate for the ePortfolio.
Examples:
Sample narratives will be presented from completed ePortfolios.
Students will listen to the content as a whole-group while watching online.

Students will begin to write their own narratives based on the artifacts that have been selected.
Feedback:
Volunteers will be taken to offer their narrative for discussion of the attributes of the contents.
As a group, the students and instructors will discuss what changes should/could be made.
Students will work as a whole-group for the discussion of the narratives. The students can
choose whether to offer a text version of their narrative for discussion or participate verbally.
Objective (step 5)
5. Create an outline to define structure within the chosen shell.

Content:
The instructor will discuss the importance of having an organized outline of information
complied prior to inserting artifacts into the ePortfolio.
Examples:
Instructors will show a sample outline that contains the necessary components of the completed
ePortfolio for the LD&T program. As an example, the instructor will show a slide of a completed
outline and its use in transferring artifacts into an ePortfolio.
)23p(

Students will be in a whole-group setting, participating as a group in the online workshop for
the content and examples.

Students will create their outlines based on the required components of the ePortfolio for the
LD&T program.
Feedback:
The students will have the opportunity to chat via a synchronous discussion board or speak
through their microphone regarding the components of their individual outlines. Fellow
students will make comments or suggestions regarding the outlines.
The students will work individually to create their outlines, but give each other feedback as a
whole-group.

Objectives (steps 6 & 9)
6. Having developed the content and given the appropriate technological tool (web shell),
populate web shell so that it satisfies all of the required components as per the e-portfolio
rubric
6.1 Given an existing introductory tutorial, demonstrate user knowledge of the web
application by successfully utilizing the basic features of the application as defined on the
tutorial.
9. Having satisfied the identified requirements of the e-portfolio, publish e-portfolio using the
chosen web application so that it displays all of the developed content in the format defined by
the outline.
Content Presentation
Content:
)33p(
As an entry skill, students will be required to have watched an existing 28-minute tutorial on
WordPress prior to starting the workshop. The tutorial will cover all basic features, covering all
necessary components needed to create and populate the WordPress site.
Examples:
Students will have been directed to watch the tutorial found at
http://www.youtube.com/watch?v=MbXo4fRul80, but will be encouraged to watch additional
tutorials if necessary, prior to the commencement of the workshop.
Student groping and media selection:
During content presentation, students will work individually, online.
Student Participation
Create a WordPress site
Publish text to a desired location on the sample WordPress site
Upload a document to a desired location on a sample WordPress site
Publish sample site
.1
.2
.3
.4
Feedback:
Test all links, location of content and documents in sample site. A sample infographic will be
provided answering common questions and addressing common mistakes.
Students will be assigned to test the navigation of fellow students sites, pointing out in a
provided checklist any difficulties encountered in navigation or non-working links/content.

Students will work individually, to perform the practice activities and will be subsequently
randomly assigned to a peer for feedback. Media will be online, on the WordPress site

Objectives (step 7)
)43p(
7. Satisfy the identified requirements for the ePortfolio

7.1 Identify the purpose of the ePortfolio
7.3 Meet guidelines for the purpose of the ePortfolio
7.5 Route links appropriately for intuitive navigation
7.6 Display consistent typography
Content Presentation
Content:
Each component of the requirements for the ePortfolio will be presented in the
presentation to the students via a rubric. Each section of the rubric will be explained to
the learners prior to evaluation, so that the learner can easily meet the guidelines to
identify and state the purpose of their portfolio
Examples:
Show sample exemplary ePortfolios of former students in the program.
Students will work solo to review portfolio guidelines and then compare it to others by
means of synchronous discussion. They will view a Prezi presentation covering the
requirements and presenting screenshots of previous student ePortfolios. In partners,
using private chat and as a whole group, the students will be able discuss and evaluate
the portfolios.
Student Participation
Use the rubric, as a checklist to evaluate ePortfolios to provide specific feedback on
content and design.
Activity 1: Students will review the requirements and criteria for the ePortfolio
explaining how they have satisfied the requirements. They will have a private chat with
a partner online and review and discuss their product with the class via a synchronous
screen and provide feedback.
Activity 2: Find similarities and differences in selection of content and design as
compared to the rubric; highlight similarities and type up the differences to share with
the group to see if modifications are necessary.
)53p(
Activity 3: Proofread and edit with screen shots, and then the learner will run through
their partners and their own ePortfolio by way of a screenshare.
Activity 4: Students review the entire ePortfolio and provide feedback to their partner
about the specific topics on the rubric for content and design-evaluating the operational
functions (navigation, links, etc.), the appearance, evidence, and reflection piece.
Feedback:
Discuss definitions, purpose, and criteria as listed in the rubric as a whole, online in a
synchronous setting, highlighting how the ePortfolio should be designed and ensuring
the content and requirements of the LDT Program are satisfied prior to publishing.
Discuss the process used and any questions or concerns that remain.
)63p(
)73p(
Development
Section 3:
. Workshop Agenda and Materials

Activity
Pre Instructional:
Survey to Ensure Readiness
Approx.
Time
3 Min.
Materials
Script:
Although you were asked upon enrollment, this survey
ensures your readiness for this workshop.
Description Although you were asked upon enrollment,
this survey ensures your readiness for this workshop.
Instructions There is no right or wrong answer, so please
answer honestly so that you may get the most out of this
class.
Force Completion Once started, this survey must be
completed in one sitting. Do not leave the survey before
clicking Save and Submit.
Survey Document: See Appendix C
Pre Instructional:
WordPress Tutorial (if
needed)
6:25
Min.
Script:
If your answers in the initial survey indicate you should
view the WordPress tutorial, or if you would like a quick
refresher, please view video at this time.
Link to WordPress Tutorial: See Appendix D
Introductory Video
1:20
Min.
Script:
You may be wondering if you really need this
workshop. Watch this video to find out why you do!
Link to Introductory Video: See Appendix D
Directions to start the

workshop
4 Min.
Script:
Once you've completed these activities, you are ready to
proceed! Please read the content area "about this
workshop" and complete the activities found there.
Please review the rubric attached and use it to evaluate
the sample portfolios and as a reference as you create and
develop your own e-portfolio.
Rubric: See Appendix E
)83p(
Description: The e-portfolio evaluation rubric is

provided to you as a reference, guide, and evaluation
tool. It may be used for self-assessment, peer
evaluations, and instructor evaluation.
Introduction for the

Workshop
1 Min.
Script:
As you should know by now, the ePortfolio required by the
program involves demonstrating proficiency in 8
competencies, to be demonstrated through artifacts (or
assignments) that have been completed throughout your
studies.
This workshop is meant to provide practice for the basic
skills needed to later create your ePortfolio, as prescribed
by the LDT program. To do so, you will be creating key
components of an ePortfolio that meet the program's
requirements. However, instead of including all 8
competencies, you will be choosing one, and matching
artifacts to be provided in the workshop instead of your
own.
Workshop Objectives
Presentation
2:30
Min.
Script:
View this presentation to explore the workshop objectives.
Link to Workshop Objectives Presentation: See
Appendix D
Lesson A: Steps 1 & 2

Introduction
1:15
Min.
Script:
In this lesson, you will be completing steps 1 and 2 of
sample ePortfolio:
STEP 1: Select one competency from the eight pre-defined
LDT competencies.
STEP 2: Select the most appropriate artifact to be matched
with the chosen competency.
These steps require several sub steps. Please view the video
below for a summary. Feel free to pause the video at any
point, if necessary.
Link to Steps 1 and 2 Summary Video: See Appendix D
)93p(
Step 1: Selecting the

Competency
6Min.
Script:
Attached is a document containing the list of
competencies. Using this list you will:
a) Identify skills required by each competency (found
below each competency)
b) Select one competency to use for this workshop. We
suggest one of the following, based on the artifacts to be
provided: 1, 2, 4 or 8
c) Go ahead and mark your selection on your reference
sheet or make a note of it.
List of Competencies for LDT Online Masters
Program: See Appendix F
Step 2:
Selecting the Artifact
10 Min.
Script:
For this step, you will:
a) Identify pre-selected artifacts (found in the "resources"
area of the workshop).
b) Evaluate artifacts by using skill descriptions under each
competency, on the Bingo Card.
c) Choose which artifact you will be using for your selected
competency
Now, let's practice. Complete the matching exercise
below. After that, please submit your selection by
completing the discussion item found below the matching
exercise.
Bingo Sheet: See Appendix G
Step 2 Exercise:
Matching Artifacts to
Competencies
5 Min.
Script:
In this matching exercise, you will have a chance to
demonstrate your understanding of the skills required by
each competency.
Matching Artifacts and Competencies Document and
Key: See Appendix H
)04p(
Lesson B:
Step 3. Develop a Narrative
5Min.
Script:
In this lesson, you will be completing step 3 of the sample
ePortfolio:
STEP 3: Develop narrative to be included with the
competency. The video below provides the main
guidelines for your narrative
Link to Step 3 Summary Video: See Appendix D
Link to Example Portfolio: See Appendix D
Step 3 Exercise: Developing

your Narrative
Lesson C: Steps 4, 5 & 6

Introduction
5 Min.
Link to Sample Narrative: See Appendix D
1 Min.
Lesson 2: Developing your narrative

Submit your narrative here
Script:
In this lesson, you will be completing steps 4, 5 and 6 of
your sample ePortfolio:
STEP 4: Choose webshell for ePortfolio.
STEP 5: Create an outline to define structure within the
chosen webshell
STEP 6: Populate webshell with content and design
elements
Step 4: Choosing a Webshell

for ePortfolio
5 Min.
Please view the content and video below to guide you

through the steps. Feel free to pause the video at any
point, if necessary.
Script:
At the beginning of the workshop, you determined if you
had sufficient working knowledge of either WordPress or
Wix to efficiently create a website. If you do, you may
choose between these two tools based on personal
preference. If not, you should have viewed the tutorial on
WordPress provided in the "Start Here" area, and you will
be using WordPress as your webshell.
Link to Step 4 Summary Video: See Appendix D
Link to Sample Portfolio: See Appendix D
Link to Sample Shell: See Appendix D
)14p(
Steps 5&6: Creating an

Outline, and Populating the
Web shell
Steps 5&6 Exercise: Sharing
Portfolio Online
Lesson D: 7, 8 &9
Checking, Evaluating,
Revising, and Submitting ePortfolio.
1 Min.
Link to Steps 5 & 6 Summary Video: See Appendix D
2 Min.
Script:
Share your ePortfolio outline and link here.
Script:
In this lesson, you will be completing steps 7, 8 and 9 of
sample ePortfolio:
10 Min.
STEP 7: Use the checklist provided to determine if

ePortfolio satisfies the program's requirements.
STEP 8: If it does not, evaluate components and revise
necessary components. Submit your eportfolio link and
view the rubric that will be used to assess
STEP 9: Publish ePortfolio
E-Portfolio Checklist Document: See Appendix I
Links for Evaluation Submission and Publishing: See
Appendix D
Appendix J
)24p(
Resources Not Included in

Other Sections
Publish your e-Portfolio Congratulations! Once you

make the necessary revisions, you are ready to
publish! Please share the link to your completed eportfolio in the discussion. Also, although not required,
feel free to peer review other posted portfolios in the
discussion.
Tips for a Winning Portfolio (infographic): See
)34p(
Implementation, Evaluation and

Revision
Section 4:
1. Implementation Report
PURPOSE OF IMPLEMENTATION
The purpose of the workshop was to develop an e-portfolio that would meet the
Learning Design and technology e-Portfolio requirements and assist the student in
creating a portfolio to commence construction. This workshop was meant to
provide practice for the basic skills needed to later create their e-Portfolio, as
prescribed by the LDT program. To do so, each learner created key components
of an ePortfolio that meet the program's requirements. However, instead of
including all 8 competencies, each participant chose one and also matched the
artifacts provided in the workshop as practice.
IMPLEMENTATION
Participating learners were invited to participate and begin to create their own
ePortfolio during a one-hour workshop designed in Course Sites
(http://www.coursesites.com). Communication was an important aspect of the
implementation of the portfolio workshop. A training tutorial for creating a
WordPress site, a guiding checklist and evaluation, and step by step instructions
played a key role in the progress and procedures for each learner and the
activities and discussions in which they participated.
The timetable for implementation was relatively short, a couple of days and only
one hour in duration. Overall, the participants adhered to the one-hour
timeframe, matching a chosen artifact with the correct competency, developing a
narrative, outlining for structure, populating a web shell in WordPress, assessing
their progress using the portfolio checklist and content and design rubric, and
publishing a WordPress site, and participating in discussions and submitting
assignments. For the most part the organization and functionality worked well.
There was only a minor glitch that prevented fluidity in the beginning, but it was
remedied for future participants. In general, the workshop implementation
worked well. Post workshop assignments were assessed feedback was
communicated for final implementation of the workshop as an engagement
piece.
SELECTION OF STUDENTS
)44p(
Learning Design and Technology (LD & T) students were used for the selection of
participants. It was strictly voluntary and all students who volunteered were
included and invited to join the e-Portfolio workshop at their convenience in the
comfort of their own home. Making the workshop less intrusive via
asynchronous discussions and interactions, which provided our team with that
diverse population of learners. This proved to be challenging because some of
the learners were lacking sufficient background knowledge needed for the preworkshop activity of deciding on and setting up their portfolio web shell. The
leaners were provided a tutorial to help construct the foundation for the
workshop that was necessary prior to commencing the training. All did manage
to provide a sample e-Portfolio as a final product.
ELECTRONIC DELIVERY
Participant product evaluation, data collection and scoring were all undertaken
via online by means of one platform, Course Sites. This ensured that our learners
could complete the course with seamless transitions.
We did not have a pre-test for our course. Instead, we had formative
assessments (discussions) for each lesson and a post evaluation of the
participants e-Portfolios. Testing involved five voluntary participants
maneuvering and completing the training independently. Generally, there were
no challenges. The majority of the workshop ran quite smoothly and motivation
was high.
RESPONSE RATE
The training was engaging and motivating according to student feedback and
instructors ensured each student participated in the workshop and completed a
training evaluation survey. Student response rates varied across the discussion
threads, with higher response rates by the first participants to run through rather
than the latter.
Overall feedback from the learners suggests that incentives were not necessary
for this workshop because the incentive was the e-Portfolio creation itself.
Strategies, resources, and clear and concise instructions were of critical
importance. The feedback suggests that the workshop be implemented as part
of the EDCI-66000-B01 Learning Design & Technology Seminar II, and it was easy
to get students engaged and involved since it was relevant.
)54p(
SCORING STUDENT E-PORTFOLIOS

In each of the four lessons, the workshop included either a discussion thread or
assignment for the learner to complete that were provided with feedback or
assessed, requiring scoring by instructors. An e-portfolio evaluation rubric and
checklist were provided to analyze and provide constructive feedback and scores.
2. Assessment Report: Learner Performance

and Reflection
Between August 6th and August 8th, the student work completed for the ePortfolio
workshop assessed using a specifically designed checklist and rubric (attached). The
checklist and rubric focused on each are of competency set forth by the LD & T Program.
We assessed work turned in by only one student (20% of our target audience). The
remaining eighty percent did not submit a finished product to be assessed. One instructor
completed the rubric for the students ePortfolio work. Results were disseminated, analyzed,
and compared to target goals.
Students were to complete discussion threads throughout the workshop as periodic
assessments. Participation was noted, but a rubric will be provided in the future
implementation for the discussions. The final evaluation of discussions and lessons
completed were assessed and feedback was provided to each student actively participating.
Again, of the five participants, only twenty percent of them completed their projects within
the hour, the workshops duration. Of significant note, eighty percent of the learners
indicated additional time would have been beneficial to help the learner to become more
comfortable with posting work online to be evaluated. This is obvious in the performance
results indicating a twenty percent completion rate.
Discussion threads were used as mid-training assessment tools throughout the workshop.
Participation was lacking, and this was evident in the threads when only forty percent
responded to the threads appropriately or even submitted an assignment. It is probable that
this is due to the time constraint, more time would have allowed for the training to be a
more engaging component and examples in the thread would have provided the learners
with the tools or resources necessary to go back to quickly while responding and creating
their Word Press portfolio.
Feedback did reveal that a few of our links were in need of rerouting and a document
needed uploaded and placed as a resource within the course. Insight was shared in relation
to the implementation and follow through of discussion threads. Student A stated, The
)64p(
discussion board was nice, but a running blog or a wiki might have been more appropriate
for this type of workshop.
It is probably that if the learners were provided an agenda, narrative samples, expectations,
and an evaluation rubric within the invitation to the course motivation to complete the
product would have been more prominent.
In the future, the training invitation will include an attachment and a video tutorial option to
be used to lead the learner through the workshop with confidence in the steps to follow and
increase motivation due to the fluid transfer of expectations. It was suggested that a live
action video rather than animated or static be addressed and implemented to remedy this
issue. Providing more examples of proficient narratives, in conjunction with a separate lesson
guiding our learners on how to write a reflection piece, will be implemented as a revision as
well.
Even though the overall assessment of our training was positive, an overall GOOD rating,
the participants failed to provide a product for assessment. It is most likely that revisions
utilizing a hybrid form of delivery, or live action sessions for a week, would alter and develop
the training so that one-on-one or small group implementation and formative evaluation
could occur and be more successful, resulting in an EXCELLENT marking for the instruction.
An extended timeframe would alleviate the majority of the issues encountered as well.
To sum up, learners were able to demonstrate basic competency in matching artifacts with
the correct competencies and assess other ePortfolios using the evaluation rubric for the
criteria and requirements set forth by the learning Design and Technology Program.
However, eighty percent of the learners were unable to produce an ePortfolio and complete
the assessments for the workshop and only fifty percent of the participants created the
correctly formatted narrative or personal reflection.
2. Formative Evaluation and Revision Report:

Instruction/Workshop Components
OVERALL FUNCTIONALITY/EFFECTIVENESS OF THE WORKSHOP
a. Components of the workshop that worked well:
The general consensus of the workshop participants was that it was successful. The
learners were pleased and impressed with the high media/technology content of the
)74p(
workshop. The learners were satisfied with the content of the workshop being
directly applicable to their current needs in the LD&T program.
The learners appreciated that the workshop was available in an instructor-free
environment where they could access at a time that was convenient to their
individual schedules. Several of the learners noted that the ePortfolio examples
provided were effective in demonstrating quality components of an ePortfolio.
There was an overall agreement by the learners that the workshop met a
performance problem encountered in the LD&T program and was worthwhile to the
learners. The materials/elements presented were felt to be of high quality and
interesting to watch.
b. Components of the workshop that are in need of revision:

There were a couple of difficulties encountered by one or more of the learners. One
of the learners noted that there needed to be a little more direction provided when
moving from lesson to lesson. Although the training was meant to be self-directed,
the learner wanted more live action instruction. There were also some compatibility
issues with 2 learners and the video links.
A specific concern noted by one of the learners was that they felt uncomfortable
publishing an unfinished ePortfolio with only 1 hour of work dedicated to compiling
it. It was felt to be an inefficient amount of time to produce quality work to be made
available on the web. This concern suggests that requiring screenshot images of
required components may be a better choice than publishing unfinished work.
The discussion component of the workshop was felt by the learners to be
unnecessary as it was a self-led workshop. The learner didn't understand how
discussion would be encouraged in this type of setting. The learner suggested using
either a blog or wiki instead of the discussion thread.
SPECIFIC CHANGES RECOMMENDED BY THIS GROUP
Pre-instructional activities/information this information should be provided

along with the invitation to the workshop. The pre-instructional information
should not be included as the START HERE section of the workshop.
The pre-instructional activities/information should include specific
instructions to design a WordPress home page template prior to beginning
)84p(
)94p(
the workshop.
Involving step 3 of the workshop provide more direction on developing a
clear and succinct narrative. Provide some sample narratives that show
good and bad content.
Take out the option of using Wix as a webshell. For the purpose of this
workshop, focusing on WordPress alone is enough for the time allotted.
Provide an outline template for learners to fill in when developing their
outline in step 5.
Take out the requirement for learners to publish their ePortfolio components.
Have the learners provide screenshot images of the required components as
the posttest instead of publishing unfinished work.
)05p(
Appendices
)15p(
Goal Analysis
Appendix A
)25p(
Appendix B
)35p(
)45p(
)55p(
)65p(
Appendix C
Survey Document and Response Data
Instructions
1.
Description
Although you were asked upon enrollment, this survey ensures your readiness for this workshop.
2.
Instructions
There is no right or wrong answer, so please answer honestly so that you may get the most out of this
class.
Force Completion
Once started, this survey must be completed in one sitting. Do not leave the survey before clicking Save and Submit
Question 1
Are you sufficiently proficient in Wix or Wordpress to successfully and easily create a webpage using one
of those applications?
Yes
No
Question 2
If the previous answer is YES, have you created a webpage in the past 2 years using one of these
applications?
Yes
No
Question 3
If the answer to EITHER question 1 or 2 is NO, You will be using Wordpress for this workshop. Please
proceed to view the tutotial on Wordpress. Select "yes" below as confirmation that you will not continue
with the rest of the workshop until you view the tutorial.
Yes
No
Response Data:
Learner ID
Question 1
Question 2
Question 3
No
No
Yes
Yes
Yes
No Answer
No
Yes
Yes
Yes
Yes
Yes
Yes
Yes
No
No
No
Yes
)75p(
3.
Appendix D
Links
Link to WordPress Tutorial:
http://www.youtube.com/watch?v=ClXmWsE7wo8&feature=youtu.be
Link to Introductory Video:

http://www.youtube.com/watch?v=GqCUmFUFoRI&rel=0
Link to Workshop Objectives Presentation:

http://prezi.com/p9vrohfhvdmu/eportfolioworkshopobjectives/utm_campaign=share&utm_medium=copy
Link to Steps 1 and 2 Summary Video:

http://www.youtube.com/watch?v=FDgqZ8AZ1DU&utm_source=trigger&utm_medium=email&
utm_campaign=You_Tube_Ready
Link to Step 3 Summary Video:

http://www.youtube.com/watch?v=9YxKBa0TWdE&utm_source=trigger&utm_medium=email&u
tm_campaign=You_Tube_Ready
Links to Example Portfolios:

http://christinaschwiebert.wordpress.com/
http://portfolio.wesbartlett.net/
)85p(
Link to Sample Narrative:

Link to Step 4 Summary Video:

http://www.youtube.com/watch?v=Og_aqdgxKuk&utm_source=trigger&utm_medium=email&u
tm_campaign=You_Tube_Ready
Link to Sample Shell:

Link to Steps 5 & 6 Summary Video:

https://mycourses.purdue.edu/courses/1/wl_21178.201330/groups/_21045_1//_1204144_1/anim
oto_360p.mp4
Links for Evaluation Submission and Publishing:

ePortfolio Link Submission & Evaluation Rubric
https://www.coursesites.com/webapps/portal/frameset.jsp?tab_tab_group_id=null&url=%2Fweb
apps%2Fblackboard%2Fexecute%2Flauncher%3Ftype%3DCourse%26id%3D_274986_1%26url%3
D
Reflect on your e-Portfolio evaluation here
https://www.coursesites.com/webapps/portal/frameset.jsp?tab_tab_group_id=null&url=
%2Fwebapps%2Fblackboard%2Fexecute%2Flauncher%3Ftype%3DCourse%26id%3D_27
4986_1%26url%3D
)95p(
)06p(
Rubric
Appendix E
)16p(
Appendix F
List of Competencies for LDT Online Masters Program
Competency 1: Synthesize Knowledge
Demonstrates ability to read and understand educational literature related to Educational Technology
Demonstrates ability to describe fundamental theories of human learning
Applies knowledge of human learning, diversity, and effective pedagogy to solution of problems
Competency 2: Create Knowledge
Demonstrates ability to describe common research methods in Educational Technology
Demonstrates ability to read and evaluate Educational Technology research
Applies research findings to the solution of common problems in Educational Technology
Competency 3: Communicate Knowledge
Communicates effectively in oral and written formats
Effectively communicates content through the design and delivery of teaching/learning activities that
integrate content and pedagogy
Demonstrates the ability to adapt instruction and assessment techniques to the needs of diverse
learners
Competency 4: Think Critically and Reflectively
Develops a personal vision of inclusive educational practice
Describes the relationship between Educational Technology and the broader field of Education
Critically evaluates theory and practice
Competency 5: Engage in Professional Development Participate Actively in the Profession
Demonstrates the disposition for life-long learning and continuous professional development
Competency 6: Participate Actively in the Profession
Identifies and participates in communities of practice within the field of Educational Technology
Competency 7: Apply Instructional Design Principles
Identifies and analyzes learning and performance problems
Design, plans, and develops instructional interventions using appropriate strategies and techniques
Develops an evaluation plan for a project based on stated goals and recognized standards
ComputerCompetency 8: Apply Computer-Based Technologies and Media to the Solution of Instructional Problems
Plans and designs effective learning environments and experiences supported by technology
Applies technology to facilitate a variety of effective assessment and evaluation strategies
Demonstrates understanding of social, ethical, legal, and human issues surrounding the use of
technology and applies it in practice
)26p(
Appendix G
Bingo Sheet
Portfolio Requirements and Relevant Course Assignments
(aka The Bingo Sheet)
The Sample Relevant Assignments are to be used as a guide to help you; they are by no means all-inclusive. Similar,
course developers/ instructors may modify assignments from time-to-time rendering some listed unsuitable for a
particular competency.
Competencies
Sample Relevant Assignments
Synthesize Knowledge: Competency 1

Demonstrates ability to read and understand
educational literature related to Educational
Technology
Demonstrates ability to describe fundamental theories
of human learning
Applies knowledge of human learning, diversity, and
effective pedagogy to solution of problems
EDCI 51300 - Individual Paper
EDCI 53100 Final Paper

EDCI 52800 Major Project
EDCI 57200 Group Design Portfolio
EDCI 67200 Case Analyses
Create Knowledge: Competency 2

Demonstrates ability to describe common research
methods in Educational Technology
Demonstrates ability to read and evaluate Educational
Technology research
Applies research findings to the solution of common

problems in Educational Technology


Communicate Knowledge: Competency 3

EDCI 51300 Individual Paper
EDCI 67200 Case Analyses and Case
Facilitation
Effectively communicates content through the design

and delivery of teaching/learning activities that
integrate content and pedagogy
EDCI 56400 Technology Integration Project

EDCI 56600 Digital Storytelling Project
EDCI 56800 Web-enhanced Lesson Design
EDCI 66000b Service Learning Project
EDCI 57300 Practicum Final Report
)36p(
Communicates effectively in oral and written formats
Note: should be a project that has at least had

formative evaluation if not fully implemented
Demonstrates the ability to adapt instruction and
assessment techniques to the needs of diverse
learners
EDCI 56400 Integrated Instructional Project

EDCI 56600 Digital Job Aid Project
EDCI 56900 Final Project
EDCI 57200 --- Group Design Portfolio
EDCI 57700 Instructional Product Evaluation
Think Critically and Reflectively: Competency 4

Develops a personal vision of inclusive educational
practice
EDCI 51300 Initial/Revised Ed Tech Definitions

EDCI 56400 Initial/Final Vision Statements
EDCI 66000A-Initial/Final Reflective Essays
Describes the relationship between Educational

Technology and the broader field of Education
Critically evaluates theory and practice
EDCI 51300 Initial/Revised Ed Tech Definitions

Engage in Professional Development: Competency 5

Demonstrates the disposition for life-long learning and
continuous professional development
EDCI 66000A-Initial/Final Reflective Essays

EDCI 57300 Practicum Final Report
EDCI 67200 Reflection on Developing
Expertise
Attendance at workshops and conferences for
professional development purposes
Participate Actively in the Profession: Competency 6

Identifies and participates in communities of practice
within the field of Learning Design and Technology
EDCI 51300 Prof Organization Discussion

Membership in Professional Communities or
Associations; Contribution to the field such as offering
workshops, webinars, etc.
Apply Instructional Design Principles: Competency 7

EDCI 56900 Task Analysis Project
Design, plans, and develops instructional interventions

using appropriate strategies and techniques

EDCI 56600 Digital Storytelling Project
EDCI 56800 Web-enhanced Lesson Plan
EDCI 57500 -- Final Project, Learning Modules
)46p(
Identifies and analyzes learning and performance

problems

EDCI 67500 Assignment 3
Develops an evaluation plan for a project based on
stated goals and recognized standards
EDCI 56400 Technology Integration

EDCI 57500 Instructional Design Activities
Apply Computer-Based Technologies and Media to the Solution of Instructional Problems: Competency 8
EDCI 56600 Digital Storytelling Project and
Storyboard
EDCI 56600 Digital Job Aid/ Instruct. Plan
EDCI 56800 Web-enhanced Lesson Plan
EDCI 57500 - Final Project, Learning Modules
Applies technology to facilitate a variety of effective

assessment and evaluation strategies

EDCI 57700 Evaluation Plan
Demonstrates understanding of social, ethical, legal,

and human issues surrounding the use of technology
and applies it in practice

EDCI 57500 - Final Project, Learning Modules
)56p(
Plans and designs effective learning environments and

experiences supported by technology
Appendix H
Matching Artifacts and Competencies Document, Key and
Response Data
1.
Instructions
Description
In this matching exercise, you will have a chance to demonstrate your understanding of the skills
required by each competency.
2. Instructions
Match the listed artifacts to the appropriate competency. You can find the artifact documents in the
"resources" area, along with the Bingo Card, which lists the skills related to each competency.
3. Force Completion
Once started, this test must be completed in one sitting. Do not leave the test before clicking Save
Submit.
and Submit
4. Multiple Attempts
This test allows multiple attempts.
Click Begin to start: Matching artifacts to competencies. Click Cancel to go back.
You will be previewing this assessment and your results will not be recorded
Question 1
Match the artifacts and competencies
C.
EDCI531 Case
Study on
Behaviorism
B.
EDCI 588 Final

Project
A.
EDCI566 Digital
Storytelling
Project
C. Competency 4 (Think critically and

reflectively)
D. Competency 8: Apply ComputerBased Technologies and Media to

EDCI513 Decades the Solution of Instructional
Problems
Presentation
)66p(
D.
Answer
A. Competency 3: Communicate
Knowledge
B. Competency 1 (Synthesize
knowledge)
Score (out of 10 possible)
2.5
10
10
)76p(
Learner ID
10
Response Data:
Appendix I
E-Portfolio Checklist
Is the e-Portfolio structured in a way that is easy to navigate/follow?
Is the e-Portfolio aesthetically pleasing?
Does it include 1 of the programs 8 competencies?
Does it include artifact(s)?
Do/Does the artifact(s) appropriately demonstrate mastery of the chosen
competency?
Does the e-Portfolio include clear and succinct narrative linking the
chosen competency and artifact(s)?
Does the e-Portfolio include a statement of purpose?
Does the e-Portfolio include information about the author?
Are materials and resources properly attributed and cited?
Do all links work?
Do all files work?
Is the typography consistent and legible?
Have you proofread your copy for spelling and grammar mistakes?
)86p(
)96p(
Tips for a Winning Portfolio (infographic)
Appendix J
References
Bartlett, W. (2013). Wes Bartlett's Learning Design and Technology Portfolio. Retrieved from:
http://portfolio.wesbartlett.net/.
Boutet-Font, R. (2013). Decades Presentation (Discussion presentation for EDCI513). Retrieved
from: http://animoto.com/play/RNNgsbr5lhkJTSPUgm7MdA.
Dick, W., Carey, L., & Carey, J. (2009) The Systematic Design of Instruction (7th ed.). Upper Saddle
River, NJ: Pearson.
Ellis, J. (2013). EDCI531 Case Study in Behaviorism. Unpublished data.
Miller, K., Lamb, K., & Parker, L. (2013). MBCI Overview Module Revision with Motivational Theory
Applied (EDCI588 Final Project). Unpublished data.
Mlwebco (Creator). (2009, Oct. 25). How to Create a WordPress Home Page Template. [Video
podcast]. Retrieved from
http://www.youtube.com/watchv=ClXmWsE7wo8&feature=youtube.
Rosario, J. (2013). Educational Technology Portfolio. Retrieved from:
http://jimmarieart.wordpress.com.
Rosario, J. (2013) Building Goliath: A Personal Experience Adapting an Artistic Technique to Solve a
Creative Dilemma [Video podcast]. Retrieved from:
http://www.youtube.com/watch?v=W4Da6f2CEVU&feature=youtube.
Schwiebert, C. (2013). Competency Portfolio for the Purdue Learning Design and Technology
Program. Retrieved from: http://christinaschwiebert.wordpress.com/.
)07p(

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Final Project

EDCI 572, Section 2

Front End Analysis and Instructional Goals

Subordinate and Entry Skills

Learner and Context Analysis

Achievement and Ability

tcejorP laniF ,20-275 ICDE | oirasoR ,relliM ,sillE ,tnoF-tetuoB

Gain Attention and Motivate Learners

Describe and Promote Recall of Prerequisite Skills

Student Groupings and Media Selections

Content Presentation and Learner Participation

Workshop Agenda and Materials

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Scoring Student Portfolios

Assessment Report: Learner Performance and Reflection

Overall Functionality/Effectiveness of the Workshop

Components of the Workshop That Worked Well

Components of the Portfolio That are in Need of Revision

Specific Changes Recommended by this Group

tcejorP laniF ,20-275 ICDE | oirasoR ,relliM ,sillE ,tnoF-tetuoB

Subordinate and Entry Skills

Survey Document and Response Data

List of Competencies for LDT Online Masters Program

Matching Artifacts and Competencies Document and Key

Tips for a Winning Portfolio (infographic)

tcejorP laniF ,20-275 ICDE | oirasoR ,relliM ,sillE ,tnoF-tetuoB

tcejorP laniF ,20-275 ICDE | oirasoR ,relliM ,sillE ,tnoF-tetuoB

. Front-end Analysis and Instructional

tcejorP laniF ,20-275 ICDE | oirasoR ,relliM ,sillE ,tnoF-tetuoB

requirements for 2 of the 8 predefined competencies

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. Subordinate and Entry Skills

. Learner and Context Analysis

tcejorP laniF ,20-275 ICDE | oirasoR ,relliM ,sillE ,tnoF-tetuoB

each represented by approximately 30% of the students. An additional 10% of

tcejorP laniF ,20-275 ICDE | oirasoR ,relliM ,sillE ,tnoF-tetuoB

tcejorP laniF ,20-275 ICDE | oirasoR ,relliM ,sillE ,tnoF-tetuoB

tcejorP laniF ,20-275 ICDE | oirasoR ,relliM ,sillE ,tnoF-tetuoB

tcejorP laniF ,20-275 ICDE | oirasoR ,relliM ,sillE ,tnoF-tetuoB

LD&T students will create key

Given several completed artifacts from the LD&T program (CN),

Main Step in Instructional Goal Performance Objective

Given the document List of Competencies for LDT Online Masters

1.1 Identify the competencies

Given the document List of Competencies for LDT Online Masters

1.2 Identify the skills.

Having identified the competencies (CN), the students will identify

1.3 Select competencies.

Based on personal preference (CN), the students will select one

1.4 Mark selection.

Main Step in Instructional Goal Performance Objective

2.1 Identify available artifacts

Given a list of program assignments (CN)), identify artifacts that

tcejorP laniF ,20-275 ICDE | oirasoR ,relliM ,sillE ,tnoF-tetuoB

professors as well as a final grade to be eligible for inclusion (CR).

Given the Bingo Sheet reference provided to all students in

2.2.3 Eliminate artifacts that do

Using the artifacts that have been chosen as examples of mastery

Main Step in Instructional Goal Performance Objective

Having chosen 1 of the 8 competencies defined by the LD&T

Main Step in Instructional Goal Performance Objective

4. Choose webshell for

tcejorP laniF ,20-275 ICDE | oirasoR ,relliM ,sillE ,tnoF-tetuoB