Implementing ePEARL 4.0 in CEGEP Classes Strategies and Tips for Teachers

By Professor Valerie Turner Dawson College, Montreal, QC

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Introduction

In the fall of 2018, Valerie Turner, a professor in the Psychology Department at Dawson College, piloted an initial version of the electronic portfolio, ePEARL 4.0, with about 40 students in a developmental psychology class.

Professor Turner kept notes and reflections about using the tool effectively with CEGEP students. This guide is a result of her work. It provides both pedagogical support and practical tips for using an electronic portfolio in your class.

Before Using ePEARL 4.0

t Before accessing the tool, consider what the tool will offer you as an instructor. What are the benefits you expect to see for your students? What are your own expectations and level of comfort with the technology? Your expectations for success will influence your experience, especially if students push back against using it or if there are technological challenges (computers not working, for example).

t At least a month before the semester begins, make sure you can access the tool and have set up your class (group).

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t Play with the portfolio and make sure you know how to

o Upload work to the timeline o Create new work o Leave comments o Access student work

t Consider setting up a demonstration portfolio, using an assignment that will take

several steps. This will serve as a model for your students, showing them the kind of skills you want them to develop. Remember that not all (or possibly any) of your students will have experience with a process portfolio like ePEARL 4.0.

t Ensure you have uploaded all necessary course materials so students have access

to them. If students must link work to course competencies, check that those competencies are accessible on the tool.

Set the Stage for Success

Students often do not understand what motivates them to be successful students. Given that ePEARL 4.0 is predicated on motivation and self-regulation theories, it is important for the students to have a basic understanding of these concepts.

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I found it useful to prepare an in-class introduction on what it means to be a successful student including:

t An overview of the concepts of social motivation

t A review of achievement needs. I asked students why they bothered to complete a difficult task.

t A discussion of “What makes a successful student?”. I then compiled a list of the characteristics of students who do well.

t An introduction to attribution theory. I discussed how students assign cause to their

actions: o External, environmental o Internal, psychological (ability and effort)

t A discussion in small groups of why students sometimes push to complete a hard

task and why they sometimes give up.

t A review of mastery-oriented attributions, focusing on the importance of recognizing the relationship between ability and effort, i.e. ability increases through effort.

t A presentation of strategies for mastery and failure: o Importance of effort and recognizing how much effort is needed in task

completion. o Giving up—learned helplessness explained: how making internal attributions of

failure leads to giving up. o Recognizing and using learning goals rather than performance goals.

t A short presentation on the three phases of self-regulated learning: planning, doing,

reflecting.

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Getting Started with ePEARL 4.0

t To ensure all students access the tool and set up their account, consider using a computer lab when presenting the tool. Doing so allows you to oversee the initial sign up and use of the tool.

t In the lab, ask students to create their accounts and then access the tool.

t Give them 15-20 minutes to explore the tool, either individually or in small groups.

t Review the course objectives and competencies, showing them how to link work to these competencies.

t Discuss the importance of planning projects by using the Work Plan. You may need

to review effective goal setting with them.

t Show them the demo timeline you have created, highlighting the key features (goals, work created, reflections) and link that to theories of self-regulated learning discussed earlier.

To Grade or Not To Grade

In my experience, students will not choose to use the portfolio tool unless it has grades attached and they can see the utility of using it on a regular basis. You may want to consider assigning grades (or points) for completion of certain activities in ePEARL, for example the Work Plan or a Reflection.

It is beyond the scope of this guide to give guidance on using portfolios to asses students, but within your current grade structure, you may be able to assign a certain percentage (10% for example) for use of the tool. Another option is to give extra credit marks for those who use the tool regularly.

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Encouraging Use of EPEARL 4.0

Students may be more likely to use ePEARL 4.0 on a regular basis if during the term:

t Students work together on major assignments. Have them discuss what they see as the major tasks and how they would break those tasks up into small component parts and how they can use ePEARL 4.0 to support that work.

t The class is shown how ePEARL 4.0 can be used to organize and work on the major tasks. You can create and use a demonstration timeline to clarify your expectations.

t You work with students on articulating goals and sub-goals for each project or work.

t Students discuss and present their chosen learning strategies. At the end of the

term, they should also review if those strategies were actually effective and then consider changing or modifying them for future work.

t You ensure students can link the expected work to the elements of the competency

and the performance criteria.

t There is time set aside for students to review and discuss how and why the tool is helping them – or not. Strategize ways for them to use the tool more effectively.

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t You check in with students on their portfolio use. It’s common for students to wait until the end of term and then quickly fill in the portfolio. Ask to see evidence of use throughout the term.

Reflections on ePEARL 4.0

t Preparation is key. As the teacher, you need to feel comfortable using the tool and have a clear plan for how it is to be used. The clearer your expectations, the easier it will be for students to embark on the journey with you.

t Students need access to the tool very early in the term. Because ePEARL 4.0 is not available on phones, you should also make sure students have a way of accessing it through a desktop or laptop computer.

t CEGEP students need to be motivated to go outside their comfort zone so the tool

use needs to be integrated into the grade.

t Throughout the term, students need to be directed back to the tool to complete various segments of the work on their timelines.