This document discusses the use of Web 2.0 tools like e-portfolios, blogs, wikis, and discussion forums to facilitate shared knowledge, reflection, and metacognition among students in the CUNY Online Baccalaureate program. It provides examples of how these tools encourage students to take ownership of their learning and thoughtfully navigate their progress toward achieving program learning goals. It also describes how assessments and assignments are scaffolded to build competencies needed for capstone projects.

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2. Barbara Walters, Consortial Faculty,
CUNY Online Baccalaureate
Ellen Smiley, Academic Director of the CUNY Online
Sarah Morgano, ePortfolio Communication Coordinator
William Bernhardt, Consortial Faculty,
CUNY Online Baccalaureate
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3. Web 2.0 tools facilitate shared knowledge,
reflection, and metacognition among CUNY
Online Baccalaureate students in a research
methods learning community. E-Portfolio
modeling encourages ownership transfer and
thoughtful self-navigation of program learning
goals, targeted in course objectives and
assignments. Examples highlight tiers in a
scaffolded series of competencies that are pre-
requisites to capstone projects in our
Communication and Culture concentration.
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4.  Steering Committee for Online Resources and
Education (S.C.O.R.E.) 2005
 CUNY Online Baccalaureate: Fall 2006
 Designed for “degree completers”
 Single cross-disciplinary concentration: Communication
and Culture
 Expanded in initial year from 250 students in 30 sections
of 17 courses to 400 students in 62 sections of 50 courses
 B.S. in Business, Spring 2008; M.S. in Business
Management and Leadership, Fall 2009
 Spring 2010, over 750 students enrolled in 67
classes across three degree programs
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5.  Clear Goals
 Institutional Mission
 Program Goals
 Curriculum Development
 Course Objectives
 Pedagogy
 Deep learning – non-content teaching and learning goals
(Keith Roberts)
 Constructivist learning -- WAC and WID (Bloom, Perry and
Bean)
 Reflection and Self-Navigation (John Dewey and Lev S.
Vygotsky)
 Communities of Practice – Learning Communities
 Assessment and Evaluation
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6.  Goal:
 Inclusion of all students in the program
 Use of ePortfolios to mirror, map and communicate
progress
 Reflection and Social Networking
 ePortfolios and Communities of Practice
 Blogs
 Wikis
 Expo
 Digication
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7. Intentional Teaching and Learning*
“If you don’t know where
you want to go, you might
end up somewhere else.”
Yogi Berra
Photo Credit: Yogi Berra’s game-worn jersey,
Photography Collection, The Glory Days: New
York Baseball 1947-1957, and exhibit from
Museum of the City of New York, which ran from
June 27 to December 31, 2007. Used under a
Creative Commons “Attribution/Noncommercial/
No-Derivative Works”
*Cf. Andrea Leskes, AACU, 2005, CUNY Research Seminar 7

8. Program
Mission Goals/Outcomes/
Objectives
Double
Loop
Learning
We are here
Assessment/ Curricular
Reflection Design
Course
Objectives
Pedagogy
* Adapted from Andrea Leskes, AACU, 2005, CUNY Research Seminar
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9. This course title
and sequence have
changed as a result
of this double-loop
learning.
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10. TEACHERS AND
ADMINISTRATORS LEARNERS
 Clear program goals  Self-directed
 Clear learning goals  Aware of the process
 Alignment between  Integrative
mission, guiding
principles, goals,  Adaptive
assignments and
assessments
Open system
Adapted from Andrea Leskes, AACU, 2005, CUNY Research Seminar
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11. Visible Knowledge
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12.  Basic Competencies: Fall 2008
 Course redesign
 Assessment
 Course Goals and Objectives: meetings in
teams
 Transparent assignments and assessments
 Faculty Development or Community Building
around Basic Principles
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13. I. Inquiry and Critical Thinking
II. Communication
III. Cultural Diversity and Social
Responsibility
IV. Creativity
V. Teamwork and Leadership
VI. Knowledge Base
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14. Basic CC CC CC CC CC CC CC CC CC CC
Competenci 401 403 404 405 406 407 408 409 411 499
es
I. Inquiry & X
C. Thinking
II. Comm. X
III. Cult. Div. X
& Soc. Resp.
IV. Creativity X
V. Teamwork X
&
Leadership
VI. X
Knowledge 14
Base

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16.  Fall 2008 Expo Pilot
 Summer 2009 Digication Pilot
 Ongoing Communities of Practice
 Discussion Forums
 Blogs
 Wikis
 Expo
 ePortfolios
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17.  Blackboard has always had the discussion
board, but new tools allow new outlets for
student contributions in online courses: blogs
(collective or individual) and wikis. How can
these tools be used effectively (and non-
redundantly) in the Blackboard environment?
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18.  Enables journal style entries separated and
tagged by name, date, and time, appearing in
reverse chronological order
 Allows students to create web-based diaries or
other types of web records
 Possibilities include documents, links, images,
plus a comments feature
 Journal, viewing, and comments can be open to
individual students, groups, or entire class
 Tool for reflection
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20.  An effective tool for collaborative student
website authoring: think Wikipedia
 Provides a venue for teamwork and reflection
 Facilitates text, image, or other media links
and/or displays
 Assessment tools available
 Wiki editing, viewing, and comments can be
available to class or team
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23.  110 Students in Five Courses
 COM 110 Digital Information in the Contemporary
World
 ART 210 Modern Art in the City
 ENG 102
 CC 410 Introduction to Research Methods
 CC 409 Studies in Communication and Cultural Change
 CC 499 Senior Research
 Evaluation
 Model ePortfolio
 Student Resource Site
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24. Sample Student ePortfolio:
Created for students to
mirror.
Basic Academic ePortfolio
Template: Created for
students to model.
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26. Ownership Transfer
Social Networking
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27.  CC 499 Senior Research
 Initially a contract and guidelines
 Double loop adjustment
 Skills students should have at registration for CC 499: Fall
2009
 Literature searches and review
 Creating theory and hypotheses from literature
 Statistical Skills
 SPSS
 Basic descriptive statistics
 Tests of significance
 Basic research
 Ethnography
 Content Analysis
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29. A direct result of
NOT evaluating
evidence
(reflecting).
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32. This course was
revised as a result
of this double-loop
learning.
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33.  CC 401 and Deep Learning
 Transition to Four-Year College
 Pre-Reflective:
 Knowledge exists absolutely and can be ascertained by direct
observation
 Quasi-Reflective:
 Knowledge is uncertain; evidence is used but it is
idiosyncratic
 Reflective
 Knowledge is constructed by evaluating evidence
 Change in Research Methods sequence and course
numbers
 Introduction of Write-from-the-Start
 Learning Community: COM 110 and CC 401
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34. Shared
Knowledge
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36. Reflection
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37. Thanks to SPS Deans George Otte and Brian Peterson; Sylvie
Richards, SPS Media and Technology Specialist; B.Loerinc-Helft,
Academic Director of the CUNY Online Programs in Business;
Washington Hernandez, Operations Manager, Ericke Wong,
Operations Assistant; Phil Pecorino, Howard Wach, Jordi Getman,
Carl Grindley, Joe Ugoretz and Rob Whittaker, Colleagues in the
CUNY Online Baccalaureate; Bret Eynon, Assistant Dean and
Executive Director of the Teaching and Learning Center at
LaGuardia; and all of our mentors and colleagues at LaGuardia
Community College and in Cohort A at Making Connections.
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