Efolios, Blogs, and Podcasts:
Engaging at-risk Students
Cari Kenner
Victoria Williams
St. 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 Community
Fall 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 Sections
Areas Measured
Anxiety
Attitude
Concentration
Info. Processing
Motivation
Self-Testing
Selecting Main Ideas
Study Aids
Time Management
Test Strategies
ANX
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 Community
ANX
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
End of Semester Survey
Course Evaluation Results
Course Evaluation Results
Course Evaluation Results
Grade Analysis
Student Comments
What are your favorite aspects of the learning
community?
• 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