Abstract: Vance Stevens has been teaching a course on multiliteracies and revising it for a number of iterations over the past several years now. One recent innovation was to set evaluation of the course by means of e-portfolios. I have started referring to them as "Me-Porfolios" to draw attention to their constructivist/connectivist nature. The presentation describes the multiliteracies course and how it has recently evolved a MOOC approach with berry-bush supermarket presentation rather than prescribed guidance through course components. MOOC stands for "massivie open online course" but I have suggested scaling the concept where "massive" becomes "miniscule". User choice in material to be covered makes it logical to encourage participants to adopt Me-Porfolios in (1) specifying their own course objectives and outcomes as they orient in the course; (2) presenting their individually tailored plan of achieving those objectives, and ; (3) documenting their accomplishments through an online portfolio linking to deliverables prepared in showcasing those outcomes. The presenter has found it wise to model e-portfolios to the participants as well as identify successful examples of e-portfolios. This presentation covers the literature on e-portfolios as presented in the course and shows the portal linking the Me-Portfolios prepared by the participants in the most recent rendition of the course. This presentation is online http://tinyurl.com/meportfolio Slides: http://slideshare.net/vances Multiliteracies course http://goodbyegutenberg.pbworks.com Vance Stevens: vancestev@gmail.com / http://adVancEducation.blogspot.com

1. Me-Portfolios: Putting the 'me' in Me-Learning Vance Stevens Presented August 21, 2011 at the MMVC11 Online MoodleMoot Conference http://moodlemoot.integrating-technology.org/ First presented at University of Oregon August 10, 2011

2. This presentation covers My background in e-learning TESOL Principles and Practices of Online Teaching EVO Electronic Village Online My Multiliteracies course http://goodbyegutenberg.pbworks.com MOOC Massive online open courses Can massive scale to miniscule? Assessing MOOC with Me-Portfolios 2 MePortfolios - Vance Stevens - Aug 2011

3. This presentation is online Written version http://tinyurl.com/meportfolio Slides http://slideshare.net/vances Multiliteracies course http://goodbyegutenberg.pbworks.com 3 MePortfolios - Vance Stevens - Aug 2011

4. TESOL e-learning programs 2003 - TESOL Online Academy course entitled “Enhancing Online Communities with Voice and Webcams” http://www.tesol.org/edprg/olw/academies.html#w3 2004 to present - TESOL PPOT (Principles and Practices of Online Teaching) program Multiliteracies for connected learning http://www.tesol.org/s_tesol/sec_document.asp?CID=664&DID=2642 My 1st use of portfolios approach in 2007 http://portfolios2007.wikispaces.com/ 4 MePortfolios - Vance Stevens - Aug 2011

5. EVO Electronic Village Online Sessions conducted: 2002 – Webheads in Action http://webheads.info 2003 – Communities of Practice http://vancestevens.com/papers/tesol/baltimore2003/copractice.html#workshop 2005, 2006 – Web Presence http://webpages.csus.edu/~hansonsm/WebPresence.html 2007 – Webcast Academy http://evo07sessions.pbworks.com/w/page/5965481/webcast-academy 2000 – helped with Blogging for Educators with http://writingmatrix.wikispaces.com 2009 to present – Evolution of the Multiliteracies course as EVO session http://goodbyegutenberg.pbworks.com 5 MePortfolios - Vance Stevens - Aug 2011

6. What’s different about Multiliteracies? It has always been open Web 1.0 portals sidestepped Desire to Learn Added Web 2.0 portals in Moodle and Ning Stores all past and present content at http://goodbyegutenberg.pbworks.com It encourages community Other courses start afresh each rendition; Multiliteracies revolves same online spaces Welcomes participants for free or for fee Encourages past participants to return 6 MePortfolios - Vance Stevens - Aug 2011

7. Differences in Materials and Tasks Overabundance of materials Displayed as menu, not all meant to be consumed Scanlon & Scanlon, conduit and berry-bush Tasks are Optional, suggestions Self-selected by participants themselves Chronicled in Me-Portfolios 7 MePortfolios - Vance Stevens - Aug 2011

8. More differences: Utilization ofmultiple open spaces Listservehttp://tech.groups.yahoo.com/group/multilit/ LMS forums (Moodle, Ning) http://multiliteracies.ning.com/ Blogs and Wikis (posting and commenting) Tagging and RSS (of posts, Flickr photos) http://spezify.com/#/evomlit Twitter http://twitter.com/#!/search/%23evomlit Facebookhttp://www.facebook.com/groups/194181233930205/ Curated sites Pageflakes: http://www.pageflakes.com/vancestevens/13498617 Scoop.it: http://www.scoop.it/t/multiliteracies 8 MePortfolios - Vance Stevens - Aug 2011

9. As the course evolves, it becomes … Incubator for ideas on education, teaching, and learning Lab for experimentation in relatively uncontaminated conditions Minimal constraints on content or assessment Except that PPOT participants are evaluated as having passed or failed 9 MePortfolios - Vance Stevens - Aug 2011

10. MOOC as framework for Multiliteracies First MOOC in 2008, a dozen since then http://en.wikipedia.org/wiki/Massive_open_online_course Some taking place now and in near future Connectivist and Connected KnowledgeCCK11 (Jan to April 2011) - http://cck11.mooc.ca/ EduMOOC (June to Aug 2011) -https://sites.google.com/site/edumooc/ EpCoP MOOC (July to Sept 2011) -https://sites.google.com/site/eportfoliocommunity/epcop-mooc MOOC-like courses at Stanford (Fall 2011) -http://www.openculture.com/2011/08/stanford_computer_science_courses_this_fall.html Change MOOC (Sept 2011 to May 2012) - http://change.mooc.ca/ These courses are open, announced online Anyone can join them, for free 10 MePortfolios - Vance Stevens - Aug 2011

11. Some literature on MOOC McAuley, A., Stewart, B., Siemens, G., and Cormier.D. (2010). The MOOC model for digital practice. Created through funding received by the University of Prince Edward Island, Social Sciences and Humantities Research Council's "Knowledge synthesis grants on the Digital Economy." Available, http://davecormier.com/edblog/wp-content/uploads/MOOC_Final.pdf Kop, R. (2011). The Challenges to connectivist learning on open online networks: Learning experiences during a Massive Open Online Course. International review of open and distance learning Vol 12, No 3 (March, 2011). Available, http://www.irrodl.org/index.php/irrodl/article/view/882/1689 MePortfolios - Vance Stevens - Aug 2011 11

12. What is a MOOC? Wikipedia article crowdsourced @EduMOOC:http://en.wikipedia.org/wiki/Massive_open_online_course Dave Cormier’s three videos are simply explained, with fanciful animations in the style of Commoncraft Easily found on Google or YouTube Linked from Leigh Blackall’s page: http://leighblackall.blogspot.com/2011/01/networked-learning-explanation-made.html 12 MePortfolios - Vance Stevens - Aug 2011

14. A way to connect and collaborate

15. A way to engage in the learning process

16. Open

17. You might pay for a certificate on completion

18. You don’t pay to take the course

19. All work done is shared

21. Cormier Video 2: Success in a MOOC People take MOOCs for various reasons. These techniques enable participants to adapt course to individual needs: Orient A MOOC is paced, participants plan accordingly Decide what materials you want to cover Declare Start a blog, post to forums Tag your posts Network Find other people with whomto exchange comments Reply, discuss Cluster Find others whose work you relate to, connect Form PLN, community Focus Why are you trying to do this course? Get your cluster to help you with your project 15 MePortfolios - Vance Stevens - Aug 2011

22. Cormier Video 3: Knowledge in MOOC MOOC does not assume there is one thing to know, or that there is a certain appropriate knowledge Knowledge is negotiated Knowledge emerges, its direction is unpredictable Themes merge with course material to create knowledge base Participants come to understand how their knowledge stacks up against others in the field Participation produces a knowledge network Basis for ongoing focus and discussion May push knowledge in the field to new level 16 MePortfolios - Vance Stevens - Aug 2011

23. Connectivism In this YouTube video, Siemens says at min 1:13http://www.youtube.com/watch?v=rqL_lsogeNU&feature=youtu.be"Have you ever thought about how completely irrelevant structured learning is?" 17 MePortfolios - Vance Stevens - Aug 2011 Siemens, G. (2004-5). Connectivism: A Learning theory for the digital age. Elearnspace. Retrieved August 17, 2011 from http://www.elearnspace.org/Articles/connectivism.htm Siemens’s conclusions can be startling

24. Siemens on ‘the path to knowledge’ “I’m not aware of any research actually that says linear structure produces better outcomes than more chaotic meandering structure. Our intent, based on our theories of learning is to argue that the experience of learning, making sense of that chaos, is actually the heart of the learning experience, but if an instructor makes sense of that chaos for you and gives you all the readings and sets the full path in place for you then to a degree you are eviscerating the learner’s experience because now you’ve made sense of them and all you’ve told them is ‘walk the path that I’ve formed’. When it comes to complexity I’m a great fan of letting learner’s hack their way through that path and getting the value of that learning experience and that sense-making process.” Quotes on this and next slide transcribed from http://www.youtube.com/watch?v=VMfipxhT_Co&feature=related. 18 MePortfolios - Vance Stevens - Aug 2011

25. Siemens on Connected Knowledge “encourage students to really broaden their networks … to think as a global participant, recognizing that the knowledge that you need to learn a complex subject matter is not going to be contained in one individual and it’s not going to be contained in one institution likely. It’s going to be distributed and as a result of that distribution we need to design a distributed learning model.” 19 MePortfolios - Vance Stevens - Aug 2011

26. Miniscule open online courses Size is essence of MOOC, but features of M(iniscule)OOCs still include: Extremely student centered Highly networked Course consists of rich content Facilitators provide coherent PLE Participants navigate curriculum according to their interest and individual choices 20 MePortfolios - Vance Stevens - Aug 2011

27. Student concerns Students prefer their courses laid out for them Dislike the idea of synthesizing their own order from chaos They find MOOC content overwhelming Do not understand initially that the materials there are meant to be filtered those that appeal can be used as catalysts to construct sense-making with others Misinterpret facilitator avoiding firm lead Participants complain when facilitators do not direct but facilitator encourages participants to construct meaning on their own gives them space to do that Where is the center? Cormier's advice critical orient, etc. In the end, student feedback is positive, many return to future courses 21 MePortfolios - Vance Stevens - Aug 2011

28. Points in favor A program of study needs balance Most courses are likely to be tightly structured Creating some chaotic courses rounds program Granted, there are sound pedagogical reasons for simplifying for students, but … Complexity happens Learners need to learn to cope with authenticity, reality Risk of "narrows" David Weinberger cautions about "narrowing the richness of shared experience to a manageable trickle” Learning happens best when we ourselves resolve doubts, We can explain simple things Resolving complexity requires deep thought and understanding 22 MePortfolios - Vance Stevens - Aug 2011

29. Why it works for courses like mine Course content is about multiliteracies Participants are mature learners Participants motivated, passionate, usually self-select to be there The subject matter is truly complex The knowledge required is partly ineffable Assessment of participants is constructivist, formative, under their control 23 MePortfolios - Vance Stevens - Aug 2011

30. Might not work for Immature or inexperienced learners Unmotivated learners Cases where emphasis is on training For simple or simplified material Where assessment instruments do not truly address skills Where teachers must ‘teach to the test’ Kristin Gorski has a nice presentation where she gives limitations of MOOCs and suggests applications for middle and high school students: http://www.slideshare.net/krgors/k-gorski-moocfinalpresentationmay2011mobimooc-7942094 24 MePortfolios - Vance Stevens - Aug 2011

31. Where are the standards? George Siemens often talks about how we can’t know exactly why students take our courses Concludes that "The formal learning process is irrelevant for meaningful learning" acknowledges that schools must have standards that control how they credit students for taking their courses, but argues that “sense-making” and “meaningful learning” emerge from intrinsic processes more than from external ones. 25 MePortfolios - Vance Stevens - Aug 2011

32. Me-Portfolio Assessment In my multiliteracies courses, no external criteria for assessment, so I apply Me-Portfolios Compatible with MOOC theory of pedagogy Allow learners to articulate their own reasons for taking the course and then act on them. Me-Portfolios let participants: Specify their own course objectives and outcomes as they orient in the course; Present their individually tailored plan of achieving those objectives, and ; Document their accomplishments through an online portfolio linking to deliverables showcasing those outcomes 26 MePortfolios - Vance Stevens - Aug 2011

33. Rationale for Me-Porfolios Helen Barrett, Electronic Portfolios and Digital Storytelling for lifelong and life-wide learning, http://electronicportfolios.org/ TED Talk on Feb 25, 2010: http://www.youtube.com/watch?v=ckcSegrwjkA Barrett's blog: http://blog.helenbarrett.org/ K12 Online Conference 2009 | Googlios: A 21st – Century Approach to Teaching, Learning, & Assessment: http://k12onlineconference.org/?p=478 develops rationale for e-portfolio use Shows how e-portfolios can be built from Google tools 27 MePortfolios - Vance Stevens - Aug 2011

34. More Rationale From Trent Batson, http://www.trentbatson.com/ http://campustechnology.com/articles/2008/04/eportfolios-hot-once-again.aspx "The learning management system may seem like the quintessential academic technology application, but instead the ePortfolio is ... ePortfolio is the learning technology of this age.“ Points 8-10 in “Ten Rules of Teaching in this Century“ http://campustechnology.com/articles/2010/09/15/10-rules-of-teaching-in-this-century.aspx Make sure your students have a digital repository of some sort--a portfolio system, a wiki, a blog, a Web page builder, a place to store and manage the evidence of their active learning. Require your students to interpret their collected online evidence at regular intervals and, finally, in capstone Web presentations. Make the collection of evidence the primary work of the course. In other words, students should be graded largely or entirely on their final portfolio for the course. In a learning-centered course, the portfolio is the sine qua non. 28 MePortfolios - Vance Stevens - Aug 2011

35. Me-Portfolios and paradigm shift Elsewhere I've identified 10 such shifts Stevens, Vance. (2010). Shifting sands, shifting paradigms: Challenges to developing 21st century learning skills in the United Arab Emirates. Chapter 20 in Egbert, J. (2010). CALL in Limited Technology Contexts, CALICO Monograph Series, Volume 9. pp.227-239. My last draft version of this article can be found online here: http://tinyurl.com/vance2010calico Students hesitant and confused over what is expected of them, what 'the teacher' wants Must understand: it’s not for teacher, it’s for them Students need models of what e-portfolios might look like Without suggesting they use certain template In practice they tend to follow each other's templates 29 MePortfolios - Vance Stevens - Aug 2011

36. My Model Me-Portfolio A portal that links to participants’ work on their e-portfolios. Models one possibility for them Helps identify successful examples of successful e-portfolios of theirs Helps them relate their progress against each other's work Showcase of 2010 Me-Portfolios here: http://vancestevens.com/papers/tesol/pp107/eportfolios10.htm 30 MePortfolios - Vance Stevens - Aug 2011

37. Thank youhttp://vancestevens.com/papers 31 MePortfolios - Vance Stevens - Aug 2011