Coralis Mollitor
Enriching Second Language Acquisition for Emergent Bilinguals
Applied Digital Learning 2024-25
ePortfolio Course
This course is based on the lessons provided by the Instructional Design Learning of the ADL program. The goal is to create an almost complete LMS course for the innovation plan. The focus is the use of ePortfolio because the innovation plan relies on the successful implementation of COVA for teachers and emergent bilingual students.
Course Overview
Welcome to the course: Implementation of ePortfolios for Emergent Bilinguals!
This course is dedicated to teachers, specialist, and all staff that serve emergent bilingual students. By the end of this course, you and your students will have ePortfolios that track progress, reflections, and activities related to the language acquisition process.
ePortfolio is a digital one-stop shop of a person's work. It will include blogs for reflection, pages to showcase obtained skills, and achievements. The benefit of ePortfolio is the ability for users to share and connect with others. Everyone will have a chance to learn form colleagues in their fields.
You will find in this course:
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Syllabus
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Tutorials
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Suggested Implementation Outline
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Resources
Context
Subjects: Second Language Acquisition, ePortfolio, Native Language Support, Professional Development
Level of Instruction/ Audience: The content of this course are for individuals seeking to encourage emergent bilinguals to learn and empower their native language and culture; meanwhile, learners improve their attainment of English. The use of ePortfolio assist academic gains, more importantly it ensures the learning process is natural and inviting. Bilingual students challenges go beyond academics, thus as educators we want to promote inclusivity, confidence, and pride with our students.
Course Design: This course is asynchronous to be complete through 6 modules. The modules include: introduction to ePortfolios (1), research on ePortfolio impact on EB students (2), creating an ePortfolio (3), blogging (4), lesson and activities showcasing via ePortfolios (5), and using the data provided by ePortfolios (6). To supplement the learning process, this course provides technology resources and tutorials, synchronous opportunities, and cohort grouping. As a reminder, this course is a section of the overall efforts designed to support emergent bilingual students in the classroom. Learners will have an assigned coach, language acquisition specialist, for each campus to assist with this course and other courses detailed in the innovation plan.
Duration: This course is designed to be complete within an academic school year at the pace that best suits the learner. Each module is equivalent to three professional development hours.
Design Approach
The best way to help learners is by providing various levels of completion and success.
Learning Objectives
The Big Goal: Learners will use ePortfolio to enhance the educational process of emergent bilinguals by accelerating second language acquisition with native language support. To best support the implementation of ePortfolio, it is important for the educator to participate and become proficient in the tool itself. This course is designed for beginners to ePortfolios. Here learners will...
Learning Progress
This course is based on the principal of outcome-based education. Outcome-based education, OBE, emphasizes on the learner innovating and producing with the acquired knowledge. For this course, learners will create an ePortfolio that showcases the learning and creation they encounter while designing a learning environment for emergent bilinguals. Combining OBE with backwards design, this course focuses on the moments of learning the learners will experience. The objective is to promote research, application, and relevance to their learning. Additionally, this course takes in consideration the principles behind Gulamhussein effective professional development. The course uses Google Classroom as its learning management systems to permit learners to at their own pace. The course is mostly asynchronous when pertaining with the acquisition of knowledge, yet with in-person mentoring and coaching learners will design and practice implementation with their cohorts.
This course encourages deeper learning by focusing on the learner finding relevance to their situation. The use of ePortfolio is a tool where learners reflect on their learning for themselves and those around them. Through the use of blogs, learners reflect on themselves meanwhile through pages and sections learners reflect and cater their work towards an audience. Learners take the knowledge and do not regurgitate it, they mold it. They see a need and find solutions for themselves and others. ePortfolios keep track of the learning journey and its value is immeasurable.
Assessment and Measurement
This course will measure the learners success in a qualitative manner. The purpose is to promote a learning environment by removing the risk factor that accompanies quantitative assessments. The assessment methods include reflective blog entries, design and use of ePortfolio, and collaboration with cohort group. The best educators are those that set the foundation for innovation, the ideal goal is to elevate the impact of ePortfolio through the creative improvement of others in the community. Since the course focuses on the learners choice, to measure success will be based on the correlation between blog entries and sections designed in the ePortfolios. The course seeks the changes in lessons based on the interaction of ePortfolios in the classroom.
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Create their own ePortfolio.
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Craft their voice by reflecting via blogs.
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Own their ideas and designs to share with others.
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Promote COVA learning in their own classrooms.
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Develop an authentic education for emergent bilinguals.
Assessment OF learning
The summative assessments embedded are exit tickets covering the understanding of ePortfolios and emergent bilingual education.
Assessment AS learning
Through blog posting, we can monitor and measure learning with the responses to reflective and quisitive prompts or posts.
Assessment FOR learning
ePortfolio assignments and sections will measure the learners creative process in implementing the skill in lessons and activities.
Learning Activities and Learner Interaction
This course is based on the principal of outcome-based education. The focus is one the creations of the learners using the resources and materials provided by the course. The benefit of OBE is the correlation with COVA. It allows the learner to focus on their craft. Learners will select lesson plans and allocate the use of ePortfolio. A suggested page section would include:
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Lesson Overview (State standard, lesson plan, ELPS standard, and previous methods of skill implementation)
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Focus section explaining the implementation of ePortfolio in the lesson
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Rubric and Exemplars
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Reflection
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Student Examples
Course Technology
Technology is needed for the course. The materials are internet broadband, computer, and publication ePortfolio site (e.g. Wix, Weebly, WordPress). Supplemental videos will be provided by the technology department.
Learner Support
For coaching support use the following link to contact your cohort specialist or assist during one of the scheduled synchronous professional developments.
Learners may use the attached forum for peer support.
Design Artifacts
Syllabus
The syllabus includes a detail breakdown of the course and the modules. It includes expected pacing and learner outcome.
Outline
The implementation outline correlates the learning modules with a timeframe of ePortfolio implementation in the classroom.
Design
The courses uses backward design in its creation. The modules coincide with the overarching goal.
Exemplar
Attached is an exemplar of an ePortfolio and goal of the learners.
Exemplar
Implementation Video
Usability Reflection
Summary
To create an efficient and enjoyable course for learners, I conducted a usability test on the Implementation of ePortfolio Course. The goal is to receive feedback that will enthuse learners and make a learning environment that participants will excel in to pass down in their own classroom. The testers consisted of a retired bilingual teacher and a fellow alumni. They were to complete the Start Here and first two modules within 20 minutes; however, they reviewed the whole course. I have already strategized changes that will improve the course from their feedback. I also take the opportunity to review my perspective on using Google Classroom as a learning management system.
Resources
The feedback from the testers.
The blog post referenced in the video.
Refernces
Bates, A. W. (2019). Teaching in a digital age: Guidelines for designing teaching and learning. Tony Bates Associates Ltd. https://opentextbc.ca/teachinginadigitalage/
Gulamhussein, A. (2013). Teaching the teachers: Effective professional development in an area of high stakes. Center of Public Education. https://www.dropbox.com/scl/fi/t3g34gx2e7slvqxxi8rgp/Teaching_Effective_Professional_Developmt.pdf?rlkey=fwhr8w53pfrdpdyjujk23evbb&e=4&dl=0
Fink, L. D. (2003). A self-directed guide to designing courses for significant learning. Jossey-Bass.
Harapnuik. D. (2021). Assessment of/for/as learning. It's About Learning. https://www.harapnuik.org/?page_id=8900
Quality Matters. (2025). QM rubrics & standards. Quality Matters. https://www.qualitymatters.org/qa-resources/rubric-standards
Wiggins, G and McTighe, J. (2005). Understanding by design (2 ed). Pearson Merrill Prentice Hall.