GPortfolios: a pragmatic approach to online asynchronous assignments. Issue 5 (16th July 2020)

• Record Type: Journal Article
• Authors: Hickey, Daniel; Duncan, Jody; Gaylord, Courtney; Hitchcock, Christine; Itow, Rebecca Chiyoko; Stephens, Shelby Elizabeth
• Is Part Of: Information and learning sciences. Volume 121:Issue 5/6(2020)
• Page Start: 273
• Page End: 283
• Publication Date: 2020-07-16
• Subjects: Online learning -- Google Docs -- Coronavirus -- Emergency remote teaching -- COVID 19 -- Expansive framing -- Productive disciplinary engagement -- Situated cognition -- Social learning -- Learning management systems; Information science -- Periodicals; Library science -- Periodicals; Information theory in education -- Periodicals; Libraries and education -- Periodicals; 020
• DOI: 10.1108/ILS-04-2020-0094
• Languages: English
• ISSNs: 2398-5348

Abstract

Abstract : Purpose: The purpose of this paper is sharing out basic guidelines and examples from an extended collaboration to move educators move online while avoiding synchronous meetings. "gPortfolios" are public (to the class) pages where students write responses to carefully constructed engagement routines. Students then discuss their work with instructors and peers in threaded comments. gPortfolios usually include engagement reflections, formative self-assessments and automated quizzes. These assessments support and document learning while avoiding instructor "burnout" from grading. gPortfolios can be implemented using Google Docs and Forms or any learning management system. Design/methodology/approach: The authors report practical insights gained from design-based implementation research. This research explored the late Randi Engle's principles for productive disciplinary engagement and expansive framing. Engle used current theories of learning to foster student discussions that were both authentic to the academic discipline at hand and productive for learning. This research also used new approaches to assessment to support Engle's principles. This resulted in a comprehensive approach to online instruction and assessment that is effective and efficient for both students and teachers. Findings: The approach "frames" (i.e. contextualizes) online engagement using each learners' own experiences, perspectives and goals. Writing this revealed how this was different in different courses. Secondary biology students framed each assignment independently. Secondary English and history students framed assignments as elements of a personalized capstone presentation; the history students further used a self-selected "historical theme." Graduate students framed each assignment in an educational assessment course using a real or imagined curricular aim and context. Originality/value: Engle's ideas have yet to be widely taken up in online education.