cycle one report
RESEARCH QUESTION:
How can I effectively introduce a presentation that engages students and inspires them to develop dynamic representational career e-portfolios?
PREDICTED OUTCOME:
The use of the web presentation tool Prezi will allow me to explain clearly the steps required to create a simple career e-portfolio. The use of a web-based survey will allow me to collect data about how effectively I presented the information. The survey will also allow me to evaluate the usefulness of my presentation for the students to whom it is presented.
ACTION TAKEN:
This cycle began with a verbal conversation on March 1, 2013 with Jennifer, the Dental Instructor/Program Director. We discussed the possibility of me presenting a workshop to her dental assistant students on creating a website (e-portfolio) in thirty minutes. Jennifer was very receptive to the idea, and even said that she was excited to learn this skill for herself. We made plans for me to present the workshop to her students on March 19th, 2013.
I presented my workshop, “Your Website in 30 Minutes or Less,” on March 19, 2013 in the computer lab upstairs from their classroom. The students entered the classroom and each logged onto a computer. I started the workshop by explaining that the presentation was for my Master’s Degree, and that I would be asking for feedback at the end.
My first step was to show them examples of websites I have created using Weebly (www.weebly.com) and the reasons why I created them. I asked the students to sign up for Weebly and follow along with me as we took the first steps in creating their own website:
1. The first step on the path of the Prezi was an overview of the presentation.
2. The title of the Prezi is “Your website in 30 minutes or less.”
3. I briefly introduced why they might want to create a website. I mentioned that e-portfolios are a great way to present yourself if you are looking for a job. A career e-portfolio is a powerful way to set yourself apart from other job applicants. I also asked them how else they could utilize a website. Answers included family websites and business websites.
4. Each student navigated their way to Weebly. I then asked them each to enter their name and email address, and create a password.
5. I showed them an example of my registration information.
6. I asked them to choose the “portfolio” category.
7. For “website title,” I asked them to enter their name. I explained that after registering, it is simple to go back and edit their website details.
8. For “website subdomain,” I asked them to use their name again.
I presented my workshop, “Your Website in 30 Minutes or Less,” on March 19, 2013 in the computer lab upstairs from their classroom. The students entered the classroom and each logged onto a computer. I started the workshop by explaining that the presentation was for my Master’s Degree, and that I would be asking for feedback at the end.
My first step was to show them examples of websites I have created using Weebly (www.weebly.com) and the reasons why I created them. I asked the students to sign up for Weebly and follow along with me as we took the first steps in creating their own website:
1. The first step on the path of the Prezi was an overview of the presentation.
2. The title of the Prezi is “Your website in 30 minutes or less.”
3. I briefly introduced why they might want to create a website. I mentioned that e-portfolios are a great way to present yourself if you are looking for a job. A career e-portfolio is a powerful way to set yourself apart from other job applicants. I also asked them how else they could utilize a website. Answers included family websites and business websites.
4. Each student navigated their way to Weebly. I then asked them each to enter their name and email address, and create a password.
5. I showed them an example of my registration information.
6. I asked them to choose the “portfolio” category.
7. For “website title,” I asked them to enter their name. I explained that after registering, it is simple to go back and edit their website details.
8. For “website subdomain,” I asked them to use their name again.
9. As they pondered their website address ideas, (perhaps they wanted to choose a different address than their name) I suggested that they keep the address simple, short, and to avoid numbers or symbols.
10. Students were asked to check that their website address was how they wanted it to appear, to check the box that shows their website title at the top of the page, and to save their work.
11. I introduced the students to the dashboard, the main hub of Weebly.
12. The dashboard gives you the ability to quickly view the important tools for creating your website, the three most important components being “elements,” “design,” and “pages.”
13. Ten minutes were spent on the “themes” section of the “design” page.
14. We spent time looking through the different categories of themes (business, education, general purpose, personal, simple, etc.).
15. On the “pages” tab, we perused the different layouts we can use for a page.
16. I suggested that they create a two-page website to begin. Along with their home/splash page, they can create an “about page” with a simple headshot and a paragraph about themselves (innocuous facts like a favorite hobby, their favorite pet, why they got into their chosen career).
10. Students were asked to check that their website address was how they wanted it to appear, to check the box that shows their website title at the top of the page, and to save their work.
11. I introduced the students to the dashboard, the main hub of Weebly.
12. The dashboard gives you the ability to quickly view the important tools for creating your website, the three most important components being “elements,” “design,” and “pages.”
13. Ten minutes were spent on the “themes” section of the “design” page.
14. We spent time looking through the different categories of themes (business, education, general purpose, personal, simple, etc.).
15. On the “pages” tab, we perused the different layouts we can use for a page.
16. I suggested that they create a two-page website to begin. Along with their home/splash page, they can create an “about page” with a simple headshot and a paragraph about themselves (innocuous facts like a favorite hobby, their favorite pet, why they got into their chosen career).
17. I showed an example of what their new “about me” page would look like.
18. I stressed that webpage order is flexible when using Weebly.
19. To explain how to edit the “about me” page I demonstrated dragging elements down to the page (picture, text box, etc.).
20. Finally, I demonstrated how to add links to their existing social media networks like Facebook, Twitter, LinkedIn, and email.
18. I stressed that webpage order is flexible when using Weebly.
19. To explain how to edit the “about me” page I demonstrated dragging elements down to the page (picture, text box, etc.).
20. Finally, I demonstrated how to add links to their existing social media networks like Facebook, Twitter, LinkedIn, and email.
EVIDENCE USED TO EVALUATE THE ACTION:
After completing the workshop, I asked the students to complete a short survey I had created for them. I wanted to discover what information made the biggest impression on the students, whether they found the content to be relevant to their career goals, and what digital tools they would be interested in learning about in the future.
The students entered a web address for the SurveyMonkey survey I had created to assess the workshop. The link for the survey provided by SurveyMonkey was long, so I shortened it using the website bit.ly.
The students entered a web address for the SurveyMonkey survey I had created to assess the workshop. The link for the survey provided by SurveyMonkey was long, so I shortened it using the website bit.ly.
EVALUATION/REFLECTION:
My first cycle was planned in the first month beginning in my new position at Carrington. My literature review had investigated different types of e-portfolios in education, and I wanted to see how I could use that knowledge in my new workplace. I was hopeful that a workshop on e-portfolio creation would prove to be helpful to the dental students. I specifically wanted to focus on the creation of representational e-portfolios, which focus on highlighting the unique qualities that set the students apart from other job candidates competing with them.
I planned this cycle under the assumption that the students at CCCP had been working with Sandee (Manager, Career Services) consistently to create their résumés and cover letters so that they will be prepared to be placed in their externships during their final term. Because I assumed that the students had already been taking the first steps in career advancement preparation, I wanted to go a step further and show the students what else they could do to set themselves apart from other job applicants.
I planned this cycle under the assumption that the students at CCCP had been working with Sandee (Manager, Career Services) consistently to create their résumés and cover letters so that they will be prepared to be placed in their externships during their final term. Because I assumed that the students had already been taking the first steps in career advancement preparation, I wanted to go a step further and show the students what else they could do to set themselves apart from other job applicants.