Welcome to my outline of my Innovation Plan, Enhancing with E-Ports!
For further details on how and why this project will benefit our students:
Please visit my innovation plan, which details why I originally decided to tackle this project, and my Literature Review which includes supporting evidence based on traceable and reputable research.
Step 1: Preparing
- Academic Goals
- Starting within my college instrumentation classes
- Striving to reach all instructors’ instrumentation classes
- Supporters
- Department Chair
- Program Director
- Instrumentation Instructors and Faculty
- Students and family
- Funding
- No funding will be needed
Step 2: Planning
- Platform and Content
- wordpress.com
- wordpress.org if students choose to purchase their own domain
- Devices accessible to our students
- Student computer lab
- Student Technology Center
- PLC Lab
- Mary & John Gray library at Lamar campus
- Personal devices
- Room for Improvement and Efficiancy Measurement
- Develop student surveys
- Develop faculty user surveys
- Grading
- First Semester
- Students will be graded only on participation during the e-portfolio launch
- Second Semester and beyond
- Students will receive a participation grade for the semester
- Students will also receive grades based on rubrics for each given assignment that will be uploaded or posted on the e-portfolios
- First Semester
- Strategies and Timeline
- Prior to the start of the first semester of Enhancing with E-Ports
- Introduce Enhancing with E-Ports innovation plan and request approval from Mr. O’Connor, Department Chair, and Mr. Jacobs, Program Director, along with our other instrumentation instructors, faculty members, and interested staff
- Offer small group overviews and brief training to interested faculty within our program
- First Semester of Enhancing with E-Ports: (Fall 2016)
- Introduce E-Portfolios to students in four of my college level instrumentation classes
- AC/DC Motor Controls
- Programmable Logic Controls
- Electrical Codes and Safety
- Physics of Instrumentation
- Encourage other faculty members to introduce E-Portfolios to their entry-level students (at minimum), but possibly everyone
- Explain the importance of these digital documents and their possible benefits to our students within our program and beyond graduation
- Collaboration with other students
- Boost of student engagement in learning experiences
- Assists with job placement upon graduation
- Create contacts and relationships with future students of L.I.T.
- Have each student construct a “skeleton e-portfolio”
- Practice posting, editing, and customizing e-portfolios throughout the semester
- Introduce E-Portfolios to students in four of my college level instrumentation classes
- Follow Up and Feedback: (End of Fall 2016 Semester)
- Assign an anonymous feedback survey to each student involved in the e-portfolio implementation
- Administer anonymous feedback surveys to all faculty members involved
- Review the student and faculty feedback from the surveys with Mr. O’Connor, Mr. Jacobs, and other involved faculty members
- Make any necessary changes and discuss our path forward in the next semester
- Second Semester of Enhancing with E-Ports: (Spring 2017)
- Repeat the “First Semester of Enhancing with E-Ports” phase from above with any entry-level classes
- Begin more in-depth customizations with second-semester “e-portfolio-ers”
- Start assigning lab summaries as blog posts
- Assign field related, industry inspired, outside of class activities to be discussed as blogs throughout the semester
- Provide feedback to students throughout the semester to ensure they are on the right track
- Have students create a page within their e-portfolio detailing their learning experiences, hands-on activities, and acquired knowledge from the over-all course as their “Final” project
- Follow Up and Feedback: (End of Spring 2017 Semester)
- Once again, assign an anonymous feedback survey to each student involved in the e-portfolio implementation
- Administer feedback surveys to all faculty members involved
- Review the student and faculty feedback from the surveys with Mr. O’Connor, Mr. Jacobs, and other involved faculty members
- Make any necessary changes and discuss our path forward in the next semester
- Dreams for our Co-Op Class through Enhancing with E-Ports: (Fall 2017 Semester)
- Graduating students should have an e-portfolio developed by this time
- Students in this class will create a weekly blog updating us on their recent field experiences, newly gained knowledge, weekly work/school schedule, and outlook for the next week
- Students will create an end-of-semester project using their preferred form of digital media to upload to their e-portfolio giving a complete summary of their co-op experience
- On the horizon, possibilities of Enhancing with E-Ports: (Fall 2017-Fall 2018)
- Increase the number of activities and the amount of student engagement with each other and their e-portfolios
- Begin to assign special projects such as interviews with field personnel or industry leaders for students to blog about
- Provide feedback to ensure our students remain on the right track
- Continue to attempt to bring other faculty members on board as we see the benefits for our students from their positive feedback
- Prior to the start of the first semester of Enhancing with E-Ports
Step 3: Implementation
- Professional Development
- Who
- Instrumentation Instructors and faculty members
- Department Chair
- Program Director
- Technology services
- What
- How we will work together
- Challenges we may face
- Mindsets of embracing educational change
- Benefits for our students
- Qualities of personal characteristics
- Technical skills
- When
- Initial professional development briefing will be held before Fall 2016 semester begins
- More detail courses will be available each year during All College Day
- How
- Face-to-Face classes during All College Day
- Online instructional videos via Blackboard
- Who
- Continuous Improvement
- Capture lessons learned
- Review feedback from surveys
- Discuss what worked well
- Enhance what did not work well
- Capture lessons learned
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Peer Review #1
I like the bulleted list. It makes everything easy to see. I agree with having a few items to work on so as not to be overwhelmed. I see how you built in collaboration. I concur. It’s important to have some allies to support you. I think eportfolios are great. I also built in surveys for the students. They will be brutally honest and can really inform your process.
Question: What age are the students? I’m assuming high school or college. Maybe add that to your plan.
Check me out at http://www.readthinkrepeatblog.com I’d love for you to give me some constructive criticism.
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Yes, I teach instrumentation at the college level, so my students range from 17 up! Adding the age is a good recommendation. Thank you!
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Peer Review #2:
Wow! What a detailed outline! I really like your long-term plan for the students who continue in your classes. By the time they’re done with their program they will have well-developed ePortfolios that will help them get jobs. The feedback survey will be helpful in your implementation each time. Nice work!
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Thank you for your feedback! I appreciate your comments.
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Peer Review #3
Your plan for implementing E-Portfolios appropriately includes realistic timeframes and an overview of how it will be introduced and explained to students making it a meaningful project. You’ve also included the assignment of an anonymous survey for students; would faculty feedback also help in your quest to defining the effectiveness of the project? It could possibly be integrated with other classes to make it even more meaningful! I would suggest putting the grade/school level somewhere for first-time viewers. Overall, you’ve done an excellent job making an assignment into a meaningful project that not only incorporates a student’s academic life, but also their personal interests.
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Thank you for your suggestions! Yes, the age/grade level will definitely be included. I have it on my revision list right now. Faculty feedback surveys are a great idea! I will add those also. Thank you so much!
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