Assessment Cycle by Rich James

Assessment Cycle by Rich James

For this week’s discussion I thought it might be interesting to read and react to last year’s comments on these readings, one, as a way to connect across time and space with our former and current colleagues and two, as a way to initiate our discussion of these materials. What do you think about what they had to say and what they focused on?

At the beginning of class this week, Nathalie Ettzevoglou will lead a discussion on integrating social networking environments in undergraduate language and literature courses and share her experiences as both a teacher and learner. I’m looking forward to an informative and insightful exchange!


2 Responses to “Assessment”

  1. Jessica McBride Says:

    All of the issues brought up in both the articles and last year’s class posts (great idea to get the conversation started, Barbara!) are really interesting and important to consider while trying to successfully integrate Web 2.0 applications into the classroom. Here were my thoughts:
    – Looking at the eportfolios that individual majors like Matt Tiano have designed at St Olaf recalled the discussion we had two weeks ago (I think?) about being able to keep students’ work available after the semester has finished. A propos of the benefits of a blog for safeguarding and maintaining both teacher and student work for a given class, we determined that this was one major advantage that blogging had over Web1.0 applications like blackboard. The eportfolios take this advantage even further, surpassing the potential of a blog, because not only do they allow students to have complete control over their own material and how they present it to the world as many of last years students mentioned, but it’s also their personal site, i.e. there is no affiliation with a certain class. This makes getting to the site and extracting important/ pertinent information easier for grad schools or employers when researching the student. There’s no need to sift through 20 students’ posts or look through 20 students’ profiles as would be the case in a blog. The information regarding the individual student is professionally and easily displayed for interested parties.
    – The comparison to social networking sites like Facebook and blogging applications brings up, once again, the issue of public versus private. I agree with Renato that the prospect of having an employer judge us based on pictures posted on Facebook is pretty frightening. If eportfolios cross over into from the private/ personal realm and become more social than professional, some of their potential and initial purpose might be lost. (The possibility of this happening seems to be plausible since when I joined Facebook, it was only open to people with a valid college email so you could keep in touch with friends after graduation. Now there are Facebook groups and pages for everything under the sun, and it is definitely no longer limited to college kids and their personal pictures/info). I guess I just don’t see the need to have everything be multi-purpose. Why can’t we have Facebook for friends/family/personal things and applications like eportfolios for public/professional/academic things?

  2. wltung Says:

    After reading the discussion of last year’s posts for Web CT class, I found some interesting discussion of our colleagues. First of all, I found that they have provocative discussion: 1) what is the difference between portfolios and blogs? And 2) what contents make them difference? And they also mentioned the same issue we still have been discussing this semester: 3) What is the difference between social networking tools like Facebook and blogging applications? For the first issue, I agree Orsitto’s idea that two tools are authored-centered rather than user-centered, yet I think both can be professional goal or private goal. The key point depends on what you decide to post, for professional purpose or for private personal post. I feel even blogs can be professional too, like what we have done for Web CT class blogs. I agree Jessica’s idea that the benefits for maintaining a blog between teacher and student work for a class. Yet I feel both tools can be completely controled by authors. It is the author who decides what quality of his/her blog or eportfolio will be. Though some may say that the functions of an eportfolio seems to surpass that of blogs as a personal site, yet a blog can be a personal site too since the author can wholly control his/her blog. I totally agree Professor Lindsey’s reminding—“what is posted stays on the web, so whether posting professionally or personally, we all need to keep in mind and make our students aware of this also.”

    As for the third issue, I think Facebook owns some qualities of blogs. It is a popular social networking tool that students are fond of and also treat it as a personal blog. However, after I read the article of Terry Calhoun’s “Admissions of Guilt”, the users of Facebook must keep in mind that online live is increasing transparent and accessible nowadays, even your personal posts on Facebook are just for fun, yet some others may judge it as “an eportfolio” and use the stuff you have posted to decide if you are admitted in a university.

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