*
* For “
Syracuse Collaborative Learning Environment
”

• On-line submission, feedback & grading of assignments
• Archiving and tracking of grades
• Whole-class, one-to-one and (limited) small-group discussions
• Resource section for syllabi, course readings, other digital resources
• Calendar, announcement and email alert functions
• Personal profiles and directory of community members
• Ability to duplicate class sites from one semester to the next
• Personal repository for students to archive artifacts of their own choosing and retain them indefinitely (available in Dialogue, not in
Blackboard)

• To establish SOE’s course management and other on-line systems on a more secure but flexible foundation
• To incorporate new features, including portfolios
• To allow for integration with SOE’s other assessment systems and its assessment database

• Uses software developed and maintained by the Sakai opensource network of 93 universities and colleges, in which SU and LSB have played key leadership roles
• Allows us to adapt the system to meet our own needs, but share the costs of maintaining and upgrading it
• Enhances our chances of securing outside funding to develop and maintain our systems, as PT3 support comes to an end

• rWiki function allows groups to develop web pages and other documents collaboratively in a password-protected environment, then publish them for “outsiders” to access
• Portfolio tools facilitate development, presentation, and review of portfolios, and allow candidates to adapt portfolios for different audiences
• “Goal-aware” tools allow faculty to link course assignments, portfolios, and field assessments with particular goals, rate them, and summarize ratings for SOE’s assessment database

• Allow for development, presentation & review of portfolios in a secure web-based environment
• Candidates can adapt portfolios easily for different audiences
• Candidates have on-going access to a personal archive for any artifacts they want to retain, including course-based artifacts generated in SyrCLE
• Pre-structured input forms and automatic presentation templates speed development of portfolios, using sections that focus on SOE’s proficiencies
• Candidates and reviewers have access to a single presentation file; reviewers will use a single on-line form for submitting narratives & ratings
• Portfolios can be posted to the “outside” web or downloaded to a zip file, facilitating sharing with prospective employers

Each portfolio will have pages for a candidate’s personal background, placements, and emerging philosophy. The basic content will then be included in two types of pages:
A page introducing each proficiency:
Links to each artifact page
Introduction explains the proficiency itself
Reflection on what the candidate has learned

… and one or more pages of artifacts linked to that proficiency:
A theme chosen by the candidate
A general narrative explaining & analyzing the artifacts on this page
Image of first artifact appears as a
“thumbnail” link on the introductory page
One or more artifacts, with accompanying captions
Additional artifacts would be accessed by scrolling

Candidates use on-line forms to input portfolio content, from which the system will automatically format presentation pages.
Here, for example, if a form they would use to construct an artifact page:
Title provided for the page
This form chosen from drop-down menu
One thumbnail image to be used to identify this page on introductory page, downloaded from your resource archive or from anywhere else Artifact thumbnail images down-loaded from resource section or elsewhere; captions typed in or cut-andpasted; icons provide a variety of text format options; images and text can be edited, rearranged or deleted at any time; option to turn any thumbnail image into a link to a larger artifact of any file type (text, photo, video, etc.)
Summary narrative for the whole page, typed in or cut-and-pasted, with text format options

• Allow programs and individual instructors to pre-tag particular student work (assignments or portfolios) with goals from one or more goal-sets
(e.g., SOE proficiencies, SPA standards, course objectives, etc.) then assign ratings linked to those goals
• Allow for independently-generated ratings of candidate performance (e.g., field assessments, assessments of dispositions, etc.) also linked to goals
• Give candidates automatic access to their ratings, and on-going access to past ratings
• Allow instructors to automatically generate “NCATE reports” (and perhaps eventually, directly transfer data to SOE’s assessment database)
• Allow instructors to generate course-specific reports on goals of their own
• Allow faculty to identify and retrieve tagged artifacts reflective of performance on particular goals, facilitating richer analyses of data

 Complete and return the attached survey

Contact Jerry Rispoli at 443-3450 or jrispoli@syr.edu
or
Joe Shedd at 443-1468 or jbshedd@syr.edu