Efolios, Blogs, and Podcasts: Engaging at-risk StudentsCari KennerVictoria WilliamsSt. Cloud State University

First Year Experience:Communicating in the Electronic Age

Emphasizes communication skills, using technology to enhance learning. Classes in this learning community incorporate the design, creation, and evaluation of electronic information resources, including blogs and podcasts in their regular course content.

FYE Courses in Learning CommunityFall Semester Spring Semester

RDNG 110 (2 cr.)Reading and Study Strategies

HIST 109 (3 cr.)Race in America

COLL 150 (2 cr.)Discovering the College Experience

CMST 192 (3 cr.)Intro to Communication Studies

ENGL 191 (4 cr.)Rhetorical and Analytical Writing

RDNG 120 (2 cr.)Power Reading

IM 196 (1 cr.)Research: Beyond Google

Student Recruitment

•We chose a theme that would engage students and not emphasize “college success,” though that is our goal.

•Emphasized that it would contain required classes and still allow them to take other courses.

•The recruitment letter refers to “this optional but highly recommended opportunity.”

Student Recruitment• Our First-year Experience (FYE) Learning

Community is limited to 18 Division of General Studies (DGS) students.

• We sent letters to 80 DGS students whose Accuplacer scores determined that they would need a smaller enrollment section of Engl 191 and would be required to take Rdng 120 Spring Semester.

• That we had a particular audience in mind worked to our advantage. (Many prospective FYEs were cancelled for low enrollment.)

Implementing Technology

•E-folios•Wikis•Podcasting•Blogging•Microsoft Office

▫OneNote▫Groove

Implementing Technology: eFolios• eFolios are a simple tool that introduces first-

year students to the more professional world they are preparing to enter.▫Vicky’s eFolio▫Sample student eFolio

• eFolios can follow students through their academic career as a way to keep track of activities and courses.

• Students can highlight their best work.• A way to teach students the difference

between Facebook and a more professional document.

Vicky’s eFolio

Student Portfolio

Implementing Technology: Wikis•A wiki is a medium which can be edited by

anyone with access to it, and provides an easy method for linking from one page to another.

•Wikis are typically collaborative websites. •Classroom uses:

▫students create exam questions, then answer and edit.

▫students post papers for class evaluation.▫faculty coordinate teaching.

•110 Wiki

110 Wiki

Wiki page 2

Sample student questions

Implementing Technology: Podcasting•Help at SCSU:

http://huskynet.stcloudstate.edu/instructional/podcast/

•Project with Academic Resource Mentors and Division of General Studies.

•End-of-semester podcast:▫Advice for new students

Implementing Technology: Blogging

• Options for instructors using blogs:▫ Content-related blog as professional practice ▫ Networking and personal knowledge sharing ▫ Instructional tips for students ▫ Course announcements and readings

• Options for students using blogs in your courses include:▫ Reflective or writing journals ▫ Knowledge management ▫ Assignment submission and review ▫ Dialogue for groupwork

Groove: Microsoft Office 2007•Groove

▫Create a Groove workspace on your computer.▫Invite others into workspace without worrying

about networks or servers. ▫Add tools such as file-sharing, discussions, and

meetings.

Groove:

OneNote: Microsoft Office 2007

▫Gather your information in one place.▫Find what you need fast.▫Share your notes and information.

OneNote:

Initial Findings

Initial Findings: The Encouraging•Students developed connections quickly.•Because they are comfortable with each

other, they are more likely to speak up in class.

•Faculty are involved in each other’s courses.

•Students are seeing connections among the courses.

•Extra time for the technology instruction and projects.

Initial Findings: The Drawbacks

•Coordination with advising and

registration.

•Students dropping part of their schedules.

•Attendance on the “extra” days.

•Some students may feel excluded.

Assessment

•Technology Aptitude Inventory pre -and

post- tests.

•LASSI pre- and post- tests.

•Final grade comparisons.

•Survey at end of year.

LASSI Scores All 110 SectionsANX ATT CON INP MOT SFT SMI STA TMT TST

Pre 40.3 24.5 30.2 41.4 35.5 30.2 39.2 35.4 26.5 35.3

Post 59.7 40 53.2 61.4 51.8 49.2 61.8 54.3 46.2 59.9

Increase

19.5 15.5 23 19.9 16.3 19.1 22.6 18.9 19.7 24.6

% Increase

48.3 63.3 76.3 48.1 45.8 63.2 57.8 53.4 74.3 69.8

LASSI Scores Learning CommunityANX ATT CON INP MOT SFT SMI STA TMT TST

Pre 25.5 17.0 21.8 35.5 23.7 24.8 17.1 29.5 21.6 19.9

Post 40.5 32.3 33.7 49.4 41.1 45.9 40.8 54.1 41.3 40.5

Increase

15.0 15.3 11.9 13.9 17.4 21.1 23.6 24.6 19.7 15.0

% Increase

58.8 89.9 54.8 39.2 73.2 85.0 137.9 83.3 91.4 58.8

Areas MeasuredAnxietyAttitude

ConcentrationInfo. Processing

MotivationSelf-Testing

Selecting Main Ideas

Study AidsTime

ManagementTest Strategies

End of Semester Survey

Course Evaluation Results

Course Evaluation Results

Course Evaluation Results

Grade Analysis

Student CommentsWhat are your favorite aspects of the learningcommunity?

• Having at least one class together every day of the week. We are sort of like a mini-family. We can all somewhat relate to one another.

• Having the same classmates made it easy to set up study groups. Having the same group of people was nice so I could get to know some new people. I liked how we all had the same classes as well so it gave me people that I could ask questions about homework from.

Conclusions and Questions