Executive Summary of Results

The two primary technologies investigated in this study were the integration of a semester-long ePortfolio; and the use of videoconferencing; the use of the Oncourse ePortfolio allowed students to develop their own comprehensive management plan online, which increased interaction between the student, instructor and mentor.  The videoconferencing made it possible for the class to interact with professionals throughout the country. The videoconferencing technology was generally well-received, but the students identified it could be problematic if over-utilized. The potential for the ePortfolio was promising, but there were challenges for the students and instructors that weren’t always overcome. Student feedback was positive for both technologies, though they identified that they preferred traditional face-to-face course delivery.

Need for the Project

We sought to measure the impact of using videoconferencing, electronic portfolios, and online survey tools on both the students and the instructors. As new technologies continue to become available we measure and record the impact that these three technologies had in the classroom.

Use of Technology

The primary new technology being used for this study was the integration of the Oncourse CL ePortfolio. Other emerging technologies studied included:  

• A blended environment that included student interaction with experts via Polycom videoconferencing equipment and Macromedia Breeze. 
• Asynchronous access to subject matter experts who acted as mentors.
• A survey tool that was to be available in Oncourse CL. The tool was not operable during the semester so after many attempts to make it work and many communications with UITS we used another survey tool.

Instructional Design Plan

• What student learning outcomes were expected?

1. Develop a Management Plan in cooperation with a Recreation Department or a Greenspace that exists in the U.S. through the use of an online portfolio.
2. Work with a mentor assigned to you to gather information and receive feedback on your online portfolio.
3. Apply Greenspace management techniques to real-world situations and problems.

• How did your teaching plan encourage active learning, provide  feedback, address respective learning styles, and build collaboration?
  
  Our efforts were to incorporate the many aspects of Oncourse CL with a special emphasis on the use of e-portfolio, surveys, and with Macromedia Breeze web communication software.
          
  Active Learning/Providing Feedback
  • The ePortfolio allowed for students to work with their subject matter expert mentors, and the instructor outside normal class hours. This course was offered only once a week and the ePortfolio allowed us to easily interact outside of class.
  Working with Differing Learning Styles and Building Collaboration
  
  • The opportunity to have written communications with students was quite helpful for those students who sought repeated feedback. Because the course was designed to match students with subject matter experts who were professionals in the field of park and recreation administration a number of the students were able to make relationships with people who are currently working in areas where the student may ultimately be hired. Initiating and maintaining relationships with those professionals were time consuming but was identified by the students to be quite valuable. 
    
    
• What resources were used?
  • A Polycom unit – which allowed for two way video with subject matter experts across the country.
  • TLTC personnel assisted with trouble shooting and training on e-portfolio
  • The Director of HPER Technology Services was on the project team.
  • UITS VICOPS assisted with connecting the Polycom unit and UITS assisted in creating the Macromedia Breeze account.
  • HPER Technology Services
    
    
• Would your project be easily understood and executed by other faculty?
  
  Yes, as long as the faculty member has a good understanding of Oncourse CL, and the Oncourse CL components are working properly. This project was initiated when a number of the Oncourse CL components were still being worked out. It is our impression that we would have had fewer challenges and greater success had we waited a semester.

Potential to Impact Student Learning

• Fostered depth of learning
  • through the use of the subject matter expert mentor model
  • by allowing students to examine
• Supported efforts to improve retention
  • Allowing for a variety of learning styles in class and online methods.
  • Allowing students to develop their own ePortfolios, allowing for more immediate response by the instructor and mentors. Because this course met only once a week, the instructors were able to use Oncourse CL to provide daily feedback on work submitted.
• Fostered  the learning of large numbers of students
  • All of the technologies used in this class are applicable to large classrooms.
• Has broader applications that will affect learning K-12 or community environments?
  • All of the methods used in the class are applicable to K – 12 and community environments.

Assessment Plan

Briefly explain the effectiveness of your assessment plan:

• How does the research proposal demonstrate a well-developed assessment plan, including:
• Provisions for assessing effective use of the new tools?

-  Survey tools were effective, provided good insight into student perspectives.

• Proposed strategies to obtain good measures of effectiveness?

This study gathered information using Kirkpatrick’s (1998) four levels of evaluation: (a) reaction, (b) learning, (c) behavior change and (d) results. Each is discussed below.

Reaction: Student and instructor reaction will be measured using a questionnaire administered twice – at week one and week eight.  Also, the student informant and instructor will keep online journals about their experiences and challenges. 

Learning: Learning was measured for students by recording their assessment scores which will include two tests, a midterm, and a final. Student constructive comments on their peers’ ePortfolios will also be evaluated to determine if the instructional concepts are being transferred into the student’s critiques.

Results: Student results were measured by asking participants about their experience. In addition, the quality of the portfolio materials, attendance rates, and class participation did provide some insight into results.  Instructor results were be measured by asking the instructor to keep a record of the amount of time taken to organize and facilitate the interactive portions of the course. The instructors kept a log of the lessons learned from delivering the course in the proposed manner. 

Plan for Colleague Development

Describe your role and activities as a mentor:

• What mentoring activities were implemented to assist colleagues?
• A doctoral student was an integral part of the study and she has shared information with her fellow students. In addition, we have also reviewed our results with faculty in the Department or Recreation, Park and Tourism Studies.
• How do you think your contributions to the Knowledge Base will help colleagues 

      planning similar projects? 

• This study provided us an opportunity to learn firsthand how to use e-portfolio and the Polycom unit. As the technology evolves we look forward to providing feedback and assistance to any other faculty members who seek to learn from our experiences.   
• Is your project approach potentially applicable to other contexts or disciplines?
• Yes, any discipline that would like to incorporate experts from a distance, or utilize mentors for review of e-portfolios could benefit from using both the ePortfolio and the Polycom technologies.
• What tips would you offer?
• Plan ahead.
• Phase in your project - start with a class with fewer students and only use one new technology per semester.
• Acknowledge that there is a chance that the technology aspects may not function as you originally intend – have multiple back up plans.
• Be patient, ask for assistance when needed.
• Always have a practice session with the invited experts/guests when using Polycom technology.

Final Comments on Project Results

• Do you think you met the goals of your project?

The primary goal was to modify an existing course, which used traditional delivery methods, into a blended learning environment which incorporated several emerging technologies was met.

• What, if anything, would you do differently?

Some of the aspects of Oncourse CL still had bugs to work out. As a result, we were in the challenging position of identifying the challenges, working with UITS, and relaying corrections to our students. In retrospect, it would have been easier for all if we had waited a semester to undertake our study.  
Survey tool – This was one aspect of the study that was never able to be undertaken as issues with the tool were still being addressed throughout the semester.
E-portfolio – the beta version that we used was promising, our students were challenged by learning how to use the tool as well as to create the content to publish in the tool.

• Did you have any unexpected outcomes? (positive or negative)

The concept was solid and the students responded well to having an online version of their portfolios, but the many challenges sometimes made technology the focus relegating the course content to become a secondary focus.

• Would you recommend this teaching approach to colleagues?

Eportfolio can be an effective tool for meeting the needs of a variety of student learning styles. The challenges of being among the first classes to use the tool were sometimes overwhelming. We would recommend E Portfolio when the tool is added to Oncourse CL and has been sufficiently tested.

We recommend the use of Polycom videoconferencing and Macromedia Breeze as it allowed our students to interact with experts from across the country.

• What other comments or suggestions would you offer to complete this report?

The use of Macromedia Breeze and the Polycom videoconferencing unit allowed for us to bring in a variety of guest experts into the classroom from across the country. These guest experts also acted as mentors for the development of the student portfolios, and their communication with the students was well-received. However, the students preferred having the guest experts come to the classroom in person.

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