Tiered Eportfolio Apprenticeship Model (T.E.A.M.) Presentation at the 2014 Nebraska Distance Learning Annual Conference by Roz Hussin and Allison Hunt (University of Nebraska-Lincoln, USA), and facilitated by Stefan Schmid (BBW, Germany)

1. Roz Hussin
Instructional Design Technology Specialist,
Office of Online & Distance Education (ODE),
University of Nebraska-Lincoln (UNL), USA
Allison Hunt
Learning & Collaborative Technologies Support Specialist
Information Technology Systems (ITS), UNL
Tiered E-portfolio Apprenticeship Model
Nebraska Distance Learning Association
NDLA Spring Conference March 6-7, 2014
Holiday Inn Hotel, Lincoln, Nebraska
Stefan Schmid
Educational Technologist and Coordinator Management Studies,
Akademie Bayern, Germany

2. 1Introduction
+ Overview
2Instructional
Design
4Ongoing
efforts + Q&A
3Learning
Process
Tiered E-portfolio Apprenticeship Model
2:15 pm 2:20 pm 2:45 pm 3:15 pm3:05 pm

3. 1Introduction
+ Overview
Tiered E-portfolio Apprenticeship Model
Apprenticeship Experiences
Killing 2 birds with 1 stone: Portfolio-apprenticeship-immersion-design based learning assignment;
Online undergraduate course; Blended independent study graduate instructional technology course
Tiered Apprenticeship
Past
Emergent model: Development + evolution from Face-to-Face model to blended/online

4. Killing 2 birds with 1 stone: Portfolio-apprenticeship-immersion-design based learning assignment;
Online undergraduate course; Blended independent study graduate instructional technology course
Tiered Apprenticeship
Issues Addressed:
• Students have limited access to real-life hands-on
industry exposure and experience
during their course of study
• Industry practitioners have limited
opportunities to contribute or share expertise
in academic settings
• Existing available human resources and
academic delivery mechanisms are
traditionally siloed and underutilized

5. 1990’s: SMS – Short Messaging Service coaching team of interns/apprentices
2012+: G+PLN – Google+ collaboration with Professional Learning Network
1970’s: F2F – Face to face apprenticeship with professor/engineer (father)
1980’s: F2F – Face to face apprenticeship/internship with architect (employer)
Tiered E-portfolio Apprenticeship Model
Apprenticeship Experiences

6. T e c h n o l o g y B a s e d L e a r n i n g E n v i r o n m e n t ( T e B L E )
taskexecution
i n t e r p e r s o n a l r e l a t i o n s h i p
person A
as
instructor
Barriers
Aptitude,
attitude,
hierarchy,
personality,
age, race,
religion
person B
as
learner
giving
instruction
receiving
learning
On-Job
performance
by learner
Learningoutput
T e B L E c o m m u n i c a t i o n
ASK4HeLP intervention
ASK4HeLP(Hussin, 2004)
Acquisition of Skills and Knowledge for Humanistic e-Learning Protocols

7. 2Instructional
Design
Tiered E-portfolio Apprenticeship Model
Coaching Metacognition; Socratic Method; Jigsaw Prblem Based Learning;
Nurturing Heutagogy; Rhizomatic Osmosis Learning; Community as Curriculum;
Web Literacies; Redefining MOOC 2.O - Mobilizing Open Ongoing Connectivist
Communities Online
Pedagogy + Strategy

8. teaching
Arranging conditions to bring about learning as
planned; changing the frequency of actions on a
relatively permanent basis given a set of conditions.
(Eshleman, 2001)
definition

9. Refers to the acquisition of knowledge, skills, and attitudes
as a result of the teaching of vocational or practical skills
and knowledge that relates to specific useful skills.
(Wikipedia, 2006)
definition
training

10. A form of teaching that includes walking alongside the
person you are teaching and inviting him or her to learn
from your example. Informal relationships develop
naturally between mentor and mentee, while formal
mentoring refers to assigned relationships, often
associated with organizational programs.
(Wikipedia, 2006)
ringment
definition

11. Encompasses supervising, observing, and testing activities
and appropriately reporting to responsible individuals;
Providing an ongoing verification of progress toward
achievement of objectives and goals; A frequent or
continuous process of checking that codes are consistently
being complied with. (CCC, 2005)
definition
m ringnit

12. Sophisticated form of teaching which
awareness
the learner’s
achingc

13. engagement
venturing fearlessly into sensitive & dangerous subjects
achingc

14. thinking about thinking
one of the highest levels of learning
ability to examine one's own thinking
processes and strategies; to consciously
reflect and act on the resulting
metacognitive knowledge to modify
those processes and strategies; a
metacognitive learner is in control of his
learning process and his future learning.
(Flavell,1976)
metacognition
achingc

15. systemic
achingc
Focuses on improving the effectiveness and survivability of a human system: usually a couple,
group, family, team or community. A systemic coach assesses a system's functioning (systemic
diagnosis) and goals (systemic goalwork) and coaches the members to develop an interactive
coaching plan to achieve both individual and systemic goals. This begins with dissolving barriers
between system members to enable resourceful communication on all aspects of the system.
(Wikipedia, 2006)

16. (Vygotsky, 1978)
Jigsaw Method
Relay Method
J.I.T.Method (Just-In-Time)
SocialLearning

17. (Vygotsky, 1978)
ZPDZone of Proximal Development

18. Hase, S., & Keynton, C. (2001). From Andragogy to Heutagogy. Southern Cross University. Retrieved from http://www.psy.gla.ac.uk/~steve/pr/Heutagogy.html
Garnett, F. (2013, March). The PAH Continuum: Pedagogy, Andragogy & Heutagogy. Heutagogy Community of Practice. Retrieved from
http://heutagogycop.wordpress.com/2013/03/04/the-pah-continuum-pedagogy-andragogy-heutagogy/
Knowles, M. (1970) The Modern Practice of Adult Education: Andragogy versus Pedagogy, Associated Press, New York.
Andragogy
Pedagogy
Heutagogy
(Self-Determined Learning)
(Self-Directed Learning)
(Engaged Learning)

19. smosislearningWhen immersed in a saturated context, absorption naturally occurs (Dutrochet,1847)
When immersed in a context which is saturated with learning opportunities, learners instinctively
“absorb” to equalize their level of “lacking knowledge” to that of “higher knowledge” (Hussin, 2004)
Rhizomatic
learning
(Cormier, 2008)

20. Connectivism
Community as Curriculum
Siemens proposed a new Connectivist “learning theory” (Siemens, 2005) ● Stephen Downes
and George Siemens offered first Massive Open Online Courses (MOOCs) in 2008 (Parry, 2010)
● First viral MOOC in 2011 by Sebastian Thrun and Peter Norvig recorded 160,000 students
(Leckart, 2012) ● New York Times declared 2012 “The Year of the MOOC” (Pappano, 2012)
”“
Cormier, D. (2013). Making the community the curriculum - Rhizomatic Learning in action. PressBooks.com. Retrieved from http://davecormier.pressbooks.com/
Downes, S. (2008, October 9). Connectivism and its Critics: What Connectivism Is Not ~ Stephen’s Web. Retrieved from http://www.downes.ca/post/53657
Leckart. (2012, March 20). The Stanford Education Experiment Could Change Higher Learning Forever. Wired Science. Retrieved August 20, 2013, from http://www.wired.com/wiredscience/2012/03/ff_aiclass/
Parry. (2010, August 29). Online, Bigger Classes May Be Better Classes. The Chronicle of Higher Education. Retrieved August 20, 2013, from http://chronicle.com/article/Open-Teaching-When-the/124170
Siemens, G. (2005, January). Connectivism: A Learning Theory for the Digital Age. Retrieved July 4, 2013, from http://www.itdl.org/journal/jan_05/article01.htm
Pappano. (2012, November 2). The Year of the MOOC. NY Times. Retrieved from http://www.nytimes.com/2012/11/04/education/edlife/massive-open-online-courses-are-multiplying-at-a-rapid-
pace.html?pagewanted=all&_r=0
Rhizomatic
learning
(Cormier, 2008)

21. Apprenticeship Model
applied in context of
Rhizomatic Learning and
Community as Curriculum
(Cormier, 2008)

22. Designing a new online
Undergraduate Course
Apprenticeship
credit hours via
independent
study blended
Graduate Course
Internship
credit tuition
remission
Pilot involved four-way collaboration between the faculty of a graduate
course, a graduate student, the faculty of an undergraduate course,
and an instructional designer. The outcomes included a ready-to-deploy
online course design, employment-ready eportfolio and blended
professional development on-job training for the various stakeholders.
Tiered E-portfolio Apprenticeship Model

23. Reading
wRiting
aRithmetic
John Timbs. (1825). The three R’s – Reading Writing and Rithmetic: Speech by Sir William Curtis (1795) at a school dinner. The Mirror of Literature, Amusement, and Instruction, Volume 5. Retrieved from
http://books.google.com/books?id=tBc4AAAAYAAJ&pg=PA75&dq=%22reading,+writing+and+%27rithmetic%22&lr=&as_drrb_is=b&as_minm_is=1&as_miny_is=1000&as_maxm_is=1&as_maxy_is=1850&as_brr=4&ei
=IbHzSqLMKZXokATMprHKBQ#v=onepage&q=%22reading%2C%20writing%20and%20%27rithmetic%22&f=false
by Sir William Curtis (1795)
3R’s

24. Respond(in context)
Reach(out to others)
Reiterate(to improve)
Reflect(on learning)
Research(for content)
5R’s
Cultivating
Core
Connectivist
Competencies
Hussin, R., & Kim, P. (2013). Workshop on Open Ongoing Connectivist MOOCS. Retrieved July 30, 2013, from http://shell.venture-lab.org/wooc

25. 3Learning
Process
Tiered E-portfolio Apprenticeship Model
Experiential learning; Hands-on experimentation; Metacognitive Reflection
and evaluation of own learning; Motivation and Sustainability
Authenticity
Applicability
Practicality; Real-life scenario; Deliverable KPI’s and product out put expectations;
Cost and time effectiveness of HR manpower resources

26. 7/6/2013 Allison contacts the Roz for the first time, asking for help/guidance in the career path of an IDTS
7/13/2013 Roz returns the email, scoping level of interest
7/20/2013 Roz begins to interview Allison (unbeknownst to Allison) for the apprentice position (personality)
7/23/2013 Begins a Word Press to capture journal entries/reflections
7/27/2013 interview continues, now assessment of skills
8/3/2013 The apprenticeship evolves into an Independent Study for credit
8/10/2013 Allison meets with her advisor to discuss the details
8/17/2013 registers for the Indep Study
8/20/2013 Techedge2013 Conference - Allison assists Roz with presentation logistics (global PLN participation)
8/24/2013 slowly begins to become familiar with working environment of an IDTS
8/31/2013 Allison tries to gain learning structure but very quickly realizes that this arrangement is a “learn-as-
you-go” reflecting an apprenticeship or job rather than a structured course with a pre-set calendar
9/7/2013 First assignment: provide technical assistance to a faculty member setting up the hardware and
software of a classroom where a synchronous course is being taught.
9/14/2013 meet w/faculty regularly on Monday nights during class to assist
9/21/2013 Second assignment: assist a faculty member with blended course where students record screen
capture mini-lectures within a group; Allison ‘s role was managing these videos and assessing
technology issues
9/28/2013 begin regular communication with new faculty member, helping establish a process with
technological systems in course
10/5/2013 continue to assist both faculty members and meet w/Roz on a regular weekly basis
10/12/2013 Third assignment: Introduction to the course redesign (material and players)
10/19/2013 begin restructure of course on paper
10/26/2013 apply restructure to course on Blackboard
11/2/2013 continue to assist both faculty members while re-desiging course in Blackboard
11/9/2013 begin to document work in portfolio and gather digital artifacts
11/16/2013 continue to assist both faculty members while re-desiging course in Blackboard
11/23/2013 Feeling overwhelmed, i.e. the learning curve takes a steep climb up as I now gain a large
understanding of the work I am doing but realize that I have little time to complete it
11/30/2013 work on portfolio
12/7/2013 work on portfolio
12/14/2013 Allison submits final portfolio to advisor for a grade
12/21/2013 holiday break
12/28/2013 holiday break
1/4/2014 another sweep of the course redesign; fine-tune
2/7/2014 Meeting to discuss further development
2/14/2014 Melissa (2nd intern) joins the team
2/28/2014 Meeting to discuss NDLA presentation
3/4/2014 Melissa fully engages in course redevelopment
ongoing
6 weeks
2 weeks
6 weeks
4 weeks
3 weeks
6 weeks
2 weeks
15weeksFallSemester
Needs
assessment
Orientation
Learning
Curve
Immersion
Learning
Production

27. Hopes, Dreams & Reality
learn the type of
work IDTS’s do
learn what
personality
characteristics
are beneficial
earn some type
of credit for the
work done
learned the politics behind
relationships between IDTS’s
and Faculty
perspective shaped to
understand HOW to organize
& structure a course not just
how to do simple tasks with
an ends meet; always seeing
bigger picture
earned credit toward my
Masters program
learned factors of persuasion
and playing off my
personality traits that benefit
an IDTS position;
■
■
■
■
■
■
■

28. Reflective learning
through online blogging
http://ahunt27.wordpress.com/

29. Prior Knowledge, Skills Gained
Known Hurdles:
Workload (FT
Graduate student
with two PT jobs)
Learning curve
that went slowly at
first then took a
steep climb
upwards; this
meant that I had a
lot to do at the
end of the
semester now that
I understood more
design work
To This:
Ability to teach
faculty applicable
technology and
knowing WHEN to
teach and when to
just “do;”
knowledge and
ability to set up
hardware with new
equipment; knowing
HOW to deconstruct
and structure a
course for a
redesign;
■
■
From This:
Blackboard
knowledge,
Adobe product
knowledge,
problem-solving
skills with
technology,
fluency of higher
ed terminology &
UNL-specific
knowledge,
aptitude to work
alongside faculty
members +
experience
■
■

30. Versal MoodleEdmodo
Experiential learning through guided experimentation : Learn to design and create real-life ready-to-use functional products – example IDTS
video tutorial for faculty http://screencast-o-matic.com/watch/cIlob2nVEF
“7 minutes w/out producing any work… I stopped trying at 8:23 minutes”
“It’s hard to say I don’t love it”
(minutes elapse)
“OK. I don’t love it”

31. Triggers, Catalysts, Fuel
Triggers:
B.A. in Psychology,
questionable value
in corporate world;
established idea
must gain skills in
graduate career -
The work of an IDTS
involves not only the
physical skills working
with technology, but
also a pedagogical
understanding of
teaching and
learning.
Fuel:
Degree is ticket to
new life, career,
and home. Need to
build tangible skills in
graduate school;
Apprenticeship
model allows +
requires student to
hone specific skills
directly related to
field of interest.
■■ Catalyst:
Initial contact mix of
desperation, humility,
determination;
Unemployed 8 weeks
- hoping to gain work,
internship, or network;
determined to get job
& resolute decision to
sacrifice + work hard
to earn degree by
end of 2014 and to
graduate with
knowledge and skills
that employers would
find attractive.
■

32. 4Ongoing
efforts + Q&A
Tiered E-portfolio Apprenticeship Model
Reiteration of pilot; Evaluation + Refinement of process;
Scalability, replicability, dependability
Further development
Q&A
Open Discussion

33. 6 weeks
2 weeks
6 weeks
4 weeks
3 weeks
15weeksSemester
Needs
assessment
Orientation
Learning
Curve
Immersion
Learning
Production 15weeksSemester
Needs
assessment
Orientation
Learning
Curve
Immersion
Learning
Production
15weeksSemester
Needs
assessment
Orientation
Learning
Curve
Immersion
Learning
Production
Needs
assessment
Orientation
Needs
assessment
Orientation
TEAM reiteration
Tiered E-portfolio Apprenticeship Model

34. TOOLKIT
Teaching Open
Online Literacies
using Knowledge
Integration
Techniques

35. oocm 2.O
Mobilizing Open Ongoing
Connectivist-Communities Online
Community as Curriculum (Cormier, 2008)
Tiered E-portfolio Apprenticeship Model
Global industry standards

36. Tiered E-portfolio Apprenticeship Model
Open discussion
http://go.unl.edu/NDLA2014
Roz Hussin rozhussin@unl.edu
Allison Hunt ahunt@unl.edu
Q&A:
Resources:
Contact: