Running head: ASSIGNMENT 1 1

Assignment 1 OMDE 608 9040

Laura Howard

University of Maryland University College

Introduction

Learning support can be a range of assorted resources, technologies, people and

organizations involved in the educational system. This report will focus on research, provide

resources annotations and comparison and contrast criteria on three different types of support

services that should be necessary components for providing online education. The first type of

support included in this research is examining technical support, which would include help desk

and IT type services and resources that are supposed to be available for assistance with using and

accessing the technology. The second type of support included in this report is research on e-

portfolios. Since e-portfolios are considered a type of student support this is another topic that is

of interest in online education. The third type of support examined in this report is learner

analytics. This is a type of support service should provide data and other useful information to

analyze statistics, ultimately to help gain information about learners and learner activity

(University of Maryland University College, n.d.a.) The reason for this report is to provide

annotations for various resources, analyze all the resources to make comparisons and contrasts
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and to provide evidence for why certain resources should be included as part of the University of

Maryland University College OMDE 608 course as valuable learning support information.

Methods

Research methods were used to conduct and find the various resources that focus on the

topics related to this report. Using the OMDE 608 course content and reading lists (University of

Maryland University College, n.d.b.) provided was a guide in determining what topics to conduct

searches. Google (http://www.google.com), YouTube (http://www.youtube.com) and the UMUC

library (http://sites.umuc.edu/library/index.cfm) were the search sources used to find additional

resources that focus on each topic. Briefly skimming the material in each resource to look for

relevance, interest level, age, professionalism and how much depth was involved related to each

topic was how each resource was selected. The research methods used should provide resources

that are relevant to the topics involved in this report.

Criteria

The criteria catalog will analyze, categorize and interpret the content of each article and

presentation to determine which resource should be the selected best for each unit topic. The

following criteria is categorized by the following: amount of relevance to the research topic; the

level of scholarly information (provides professional field research and other related

information); level of providing realistic suggestions and examples; level that the resource

provides understandable information and is well written; and level of interesting content overall.

The analysis levels are rated as high, good, somewhat, none and no, to measure that amount of

each level. This rating system should help determine which resource should be the most
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beneficial and productive to informing anyone who is interested in seeking more knowledge of

educational support services.

Topic 1 Annotations: Technical support

Stewart, B.L., Goodson, C.E., Miertschin, S.L., Norwood, M.L., & Ezell, S. (2013). Online

student support services: A case based on quality frameworks. MERLOT Journal of

Online Learning and Teaching, 9(2), 290-303. Retrieved from

http://jolt.merlot.org/vol9no2/stewart_barbara_0613.pdf

The Stewart, Goodson, Miertschin, Norwood, and Ezell (2013) article focuses on various

educational support components and aspects, including technical support service, that should be

involved in online learning environment. It references various articles of research for support

services and provides a diagram structure that categorizes each support service and the assigned

area that is supposed to be providing the support. A case study is included that revealed the

degree of importance for student support to be incorporated and promoted in an online

educational environment. This article could be used by institutions or educational professional

who is seeking examples and ideas of support services and basis of those findings on what

students appreciate. This article could be used as a resource for all areas involved in the

educational community.
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CRITERIA (Stewart, B.L., Goodson, C.E., Miertschin, S.L., Norwood, M.L., & Ezell, S.,
2013)
Level of relevance to High Good Somewhat None
research topic
Level of Scholarly High Good Somewhat None
information (provides
professional field research
and information)
Level of providing realistic High Good Somewhat None
suggestions and examples
Level of understandable High Good Somewhat No
information, well written
Level of interesting content High Good Somewhat None
overall

Blackboard Inc. (1997-2011). Effective practices snapshot: Student services for online learners

(Higher Education Edition). Retrieved from

https://www.blackboard.com/resources/getdocs/536bbc35-3889-4342-acec-

ff7b9682ef72_effective-practices-snapshot-student-services-for-online-learners---higher-

ed-edition.pdf

This Blackboard Inc. (1997-2011) article presents benefits and other brief information

that advocates using student support services, including technical support, in an online education

environment. It includes information on the benefits in providing technical support for both the

administrative and faculty side and the student side. It provides examples and suggestions for

incorporating student services and the importance for supplying this type of service. The article

should be able to be used as a reference guide for ideas for anyone interested in learning about

student support options. It is not a highly scholarly article, but provides basic information and

suggestions about what types of services are used and encouraged in online education.
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CRITERIA (Blackboard Inc., 1997-2011)

Level of relevance to High Good Somewhat None
research topic
Level of Scholarly High Good Somewhat None
information (provides
professional field research
and information)
Level of providing realistic High Good Somewhat None
suggestions and examples
Level of understandable High Good Somewhat No
information, well written
Level of interesting content High Good Somewhat None
overall

Scheffer, J. (2014, December 27). Student tech teams 101: A toolkit for educators [Web log post].

Retrieved from https://jennscheffer.wordpress.com/2014/12/27/student-tech-teams-101-a-

toolkit-for-educators/

The Scheffer (2014) article highlights how a school program organized and developed a

student help desk group as a course to help students develop and utilize modern technological

influence, knowledge and abilities and to facilitate an actual help desk service used by the

teachers, administration and students. The article describes how the program was started and

components involved such as the students role, administration and faculty roles, how the

students were selected for the program and what qualities and abilities the students should

possess to be selected for the program. The author highlights the positive aspects and benefits

that the program has exhibited and by those who use the student-run help desk. The author also

elaborates on her experience in the program and provides useful suggestions and answers to

questions for other organizations and schools who wish to conduct similar student help desk

programs.
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CRITERIA (Scheffer, J., 2014 )

Level of relevance to High Good Somewhat None
research topic
Level of Scholarly High Good Somewhat None
information (provides
professional field research
and information)
Level of providing realistic High Good Somewhat None
suggestions and examples
Level of understandable High Good Somewhat None
information, well written
Level of interesting content High Good Somewhat None
overall interesting

Topic 1 annotations: technical support analysis. Although all three articles selected

could be beneficial for learning more about student support, the article that is the most relevant

and interesting specifically for the technical help topic is the Scheffer (2014) article. This is

because the Scheffer (2014) article contains more information that is related specifically to

technical student support and that fact that the content provides information on an actual

innovative modern idea practiced. The strengths of Blackboard Inc (1997-2011) article are that is

easy to read, which should help to be good for quick reference and provides basic examples,

suggestions and gives reasons for justifying why a type of support should be used in an online

educational setting. The weakness of the Blackboard Inc. (1997-2011) article is that is that it did

not provide more extensive information or suggestions for technical help support features. The

Stewart, Goodson, C.E., Miertschin, S.L., Norwood, M.L., & Ezell, (2013) article provides some

strengths which are the case study results that reveal which support services were beneficial and

preferred by the students, which could be a valuable resource when trying to make decisions in

regards to support services. The weaknesses in the Stewart, Goodson, C.E., Miertschin, S.L.,

Norwood, M.L., & Ezell, (2013) article are that it is an older article which may lack some newer
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findings. Out of all three articles, the Scheffer (2014) article was selected as the best choice

under the technical support topic to help promote this support service as an important component

in creating and improving the educational system.

Topic 2 Annotations: E-portfolios

Beckers, J., Dolmans, D., & van Merrinboer, J. (2016). E-portfolios enhancing students self-

directed learning: A systematic review of influencing factors. Australasian Journal of

Educational Technology, 32(2), 32-46. Retrieved from

http://ajet.org.au/index.php/AJET/article/view/2528

The Beckers, Dolmans and van Merrinboer (2016) article expresses the benefits of

incorporating the use of e-portfolios in an educational environment. The article explains how e-

portfolios can incorporate more learning benefits, especially for distance education. It includes

research and theory that describes and distinguishes the different types of portfolios when using

them in various situations. It analyzes multiple resources to reveal the outcomes of when

portfolios were used for educational purposes. It analyzes various components and how e-

portfolios were affected by each component for the ultimate goal of accomplishing student self-

directed learning and behavior. It provides sources of information about e-portfolio and other

types of portfolios and how they can be utilized in different situations.

CRITERIA (Beckers, J., Dolmans, D., & van Merrinboer, J., 2016)
Level of relevance to High Good Somewhat None
research topic
Level of Scholarly High Good Somewhat None
information (provides
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professional field research

and information)
Level of providing realistic High Good Somewhat None
suggestions and examples
Level of understandable High Good Somewhat No
information, well written
Level of interesting content High Interesting Somewhat None
overall

Haave, N. (2016). E-portfolios rescue biology students from a poorer final exam result:

Promoting student metacognition. Bioscence, 42(1), 8-15. Retrieved from

http://eds.a.ebscohost.com.ezproxy.umuc.edu/eds/pdfviewer/pdfviewer?sid=6ccaf2df-

e558-4313-8546-2050762f307c%40sessionmgr4010&vid=2&hid=4205

The Haave (2016) article presents the benefits, challenges and results of implementing e-

portfolios in a classroom environment. The author reflects on the experience of how a pilot study

was conducted in a biology class giving students the opportunity to use e-portfolios as part of a

graded learning experience. The author insists based on research concluded by feedback, surveys

and grading results that using the e-portfolios in the class improved student learning, versus a

student who did not complete an e-portfolio. The author also includes result diagrams, other

research and suggestions to support e-portfolio use in an educational environment. This article

focuses on the benefits and suggestions of implementing the use of e-portfolios based on actual

experience.

CRITERIA (Haave, N., 2016)

Level of relevance to High Good Somewhat None
research topic
Level of Scholarly High Good Somewhat None
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information (provides
professional field research
and information)
Level of providing realistic High Good Somewhat None
suggestions and examples
Level of understandable High Good Somewhat No
information, well written
Level of interesting content High Good Somewhat None
overall

Hubert, D., Pickavance, J., & Hyberger, A. (2015). Reflective e-portfolios: One HIP to rule them

all?. Association of American College & Universities: Peer Review. Retrieved from

http://eds.a.ebscohost.com.ezproxy.umuc.edu/eds/pdfviewer/pdfviewer?sid=4d810b84-

67d9-4697-bc7b-63346be059a4%40sessionmgr4009&vid=2&hid=4205

The Hubert, Pickavance and Hyberger (2015) article focuses on endorsing and utilizing e-

portfolios as a high impact practice (HIP) in higher education. It exemplifies the importance and

demand that High Impact Practices facilitate in an educational environment to create productive,

beneficial and successful learning experiences. The article elaborates on how e-portfolios should

give students and faculty the ability to display their learning experiences in ways that channel

through the track of their educational experience as a whole. The authors also include factors that

may not be as easily recognized or noticeable about e-portfolio that many may find more

appealing and convincing to use, such as interpreting anyone seeing their e-portfolio as an

audience. Research is included to emphasize what is used in high impact practices and how it is

relevant for use in e-portfolio, such as intense writing and thinking skills.

CRITERIA (Hubert, D., Pickavance, J., & Hyberger, A., 2015)

Level of relevance to High Good Somewhat None
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research topic
Level of Scholarly High Good Somewhat None
information (provides
professional field research
and information)
Level of providing realistic High Good Somewhat None
suggestions and examples
Level of understandable High Good Somewhat No
information, well written
Level of interesting content High Good Somewhat None
overall

Topic 2 e-portfolios annotations analysis. Although all three articles selected could be

beneficial for learning more about student support, the article that is the most relevant and

interesting specifically for the e-portfolios topic is the Beckers Dolmans, D., & van Merrinboer

(2016) article. The Beckers Dolmans, D., & van Merrinboer (2016) article may not have had the

highest interest level, but it was the most information that anyone learning about e-portfolios

should know. The Haave (2016) article reveals that one of the weaknesses may be that this was a

pilot study that was only used in a traditional classroom, which may not be as relevant to

someone looking specifically if the same or similar results occurred in a fully online or hybrid

class environment. The strengths of the Haave (2016) article are that author did present student

feedback and highlights a good number of other factors and warnings that are involved with

implementing an e-portfolio in an educational environment. The Hubert Pickavance, J., &

Hyberger (2015) article strength is that it highlights using e-portfolios as beneficial to faculty, not

just the students because it displays what and how the instructors are teaching. A weakness in the

Hubert Pickavance, J., & Hyberger (2015) article may that it refers to e-portfolios specifically as

a reflective practice, but it is unclear if there may be other types and methods that the article

would consider promoting for using an e-portfolio. The Beckers Dolmans, D., & van

Merrinboer (2016) may not be a novice read for anyone who is not that familiar with e-
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portfolios, but it includes a lot of information that should be essential to know before selecting

which e-portfolio type to use and focusing on the concept of the self-directed learner. The

Beckers Dolmans, D., & van Merrinboer (2016) article, in choosing this as the best out of the

three articles, specifically gave a lot of information that should be important to anyone who

needs to know the components, options and details that are involved with e-portfolios.

Topic 3 Annotations: Learning Analytics

Buckingham Shum, S. (2012, November). Learning analytics (UNESCO Policy Brief).

Retrieved from http://iite.unesco.org/pics/publications/en/files/3214711.pdf

The Buckingham Shum (2012) article presents topics and research that are related to

learning analytics and how it is being introduced and integrated for use in education. It presents

learner analytics as a beneficial factor when used appropriately and is aware of its potential and

makeup. It discusses how learner analytics can be applied in different contexts and situations and

its intended purposes to show results in student activity and questions considering when thinking

about how it should appropriately be used. The article presents recommendations and ideas for

applying learner analytics and helps to conceptualize what it is used for and how it can be

utilized for educational purposes.

CRITERIA (Buckingham Shum, 2012, November)

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Level of relevance to High Good Somewhat None

research topic
Level of Scholarly High Good Somewhat None
information (provides
professional field research
and information)
Level of providing realistic High Good Somewhat None
suggestions and examples
Level of understandable High Good Somewhat No
information, well written
Level of interesting content High Good Somewhat None
overall

de Laat, M., & Prinsen, F. R. (2014). Social learning analytics: Navigation the changing settings

of higher education. Research & Practice in Assessment, 9, 51-60. Retrieved from

http://files.eric.ed.gov/fulltext/EJ1062691.pdf

The de Laat and Prinsen (2014) article focuses on how the concept of social learning

analytics, as a more specialized component of learning analytics, interprets the social nature

aspects used to help identify and assess learning. Reinforcing the idea of using modern

technologies and communities as collaborative and networking tools, the authors express the

need for implementing social learning analytics as a way to obtain information on social

behaviors. The article refers to how higher education specifically should provide more open

learning opportunities and availability for students to have efficient access to resources and

communities that will provide students with the knowledge they are seeking and chances to

develop their own ideas.

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CRITERIA (de Laat, M., & Prinsen, F. R., 2014)

Level of relevance to High Good Somewhat None
research topic
Level of Scholarly High Good Somewhat None
information (provides
professional field research
and information)
Level of providing realistic High Good Somewhat None
suggestions and examples
Level of understandable High Good Somewhat No
information, well written
Level of interesting content High Good Somewhat None
overall

Duval, Erik. (2013, June 18). Open learning analytics: Erik Duval at TEDxUHowest [Video

file]. Retrieved from https://www.youtube.com/watch?v=LfXDzpTnvqY

The Duval (2013) presentation discusses his teaching method approaches in a large open

learning environment and suggestions for uses of learning analytic approaches. He promotes

allowing students to control the learning experience by challenging them to create their own

learning analytic and detecting tools, for example developing a dashboard learning sensitive

mobile app that can indicate how well a student is doing in a class. He emphasizes that the

activity that is captured by the learning management system is not really where the main learning

is actually happening and encourages that further analysis needs to be conducted to understand

how students are learning. He warns that with large online courses that using corrective teaching

software may be providing convenient and attentive teaching capabilities but not does not help in

skill or thinking development. He argues to be rid of learning management systems due to lack of

guidance cues and other technology that may hinder a students learning.

CRITERIA (Duval, E., 2013, June 18)

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Level of relevance to High Good Somewhat None

research topic
Level of Scholarly High Good Somewhat None
information (provides
professional field research
and information)
Level of providing realistic High Good Somewhat None
suggestions and examples
Level of understandable High Good Somewhat No
information, well written
Level of interesting content High Good Somewhat None
overall

Topic 3 learning analytics annotations analysis. All three resources selected could be

beneficial for learning more about student support, but the article that should be selected

specifically for the learner analytics topic is the Buckingham Shum (2012) article. This was a

little more challenging because the Buckingham Shum (2012) article specifically gives a lot of

information refers to learner analytics and should be beneficial to know for anyone learning

about it, which is why it should be selected over the other two articles. One of the weaknesses

about the Buckingham Shum (2012) article may be that it contains older information than the de

Laat and Prinsen (2014) article. The de Laat and Prinsen (2014) article is more focused on the

topic of social learning analytics, which may focus on more modern educational related content.

The Duval (2013) presentation is the most interesting, and did appear to have modern ideas, but

if someone needs to learn more about detailed concepts and research pertaining to learner

analytics, this resource may not be as recommended. The three resources all include learner

analytic content, but Buckingham Shum (2012) article should provide the most learner analytic

focused content from a broader perspective.

Results
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The results of this report based on research, reading, viewing and writing annotations

determined and selected three resources that should represent the topics of technical support, e-

portfolios and learner analytics sufficiently. The selection for the technical support resource is the

Scheffer (2014) article due to its amount of technical support related content and applying

technical support application to practice. The next selection is for the best resource out of three to

represent the e-portfolio topic which is the Beckers Dolmans, D., & van Merrinboer (2016)

article, due to its deep content and analysis on this topic and reinforcing the idea of self-directed

learning. The final selected resource, based on its leaner analytic content, is the Buckingham

Shum (2012) article, which was chosen over the other resources specifically for its high level of

information and content on learner analytics. Using all these resources should provide content

that is useful and applicable for educational support services.

References
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Beckers, J., Dolmans, D., & van Merrinboer, J. (2016). E-portfolios enhancing students self-

directed learning: A systematic review of influencing factors. Australasian Journal of

Educational Technology, 32(2), 32-46. doi: http://dx.doi.org/10.14742/ajet.2528

Retrieved from http://ajet.org.au/index.php/AJET/article/view/2528

Blackboard Inc. (1997-2011). Effective practices snapshot: Student services for online learners

(Higher Education Edition). Retrieved from

https://www.blackboard.com/resources/getdocs/536bbc35-3889-4342-acec-

ff7b9682ef72_effective-practices-snapshot-student-services-for-online-learners---higher-

ed-edition.pdf

Buckingham Shum, S. (2012, November). Learning analytics (UNESCO Policy Brief).

Retrieved from http://iite.unesco.org/pics/publications/en/files/3214711.pdf

de Laat, M., & Prinsen, F. R. (2014). Social learning analytics: Navigation the changing settings

of higher education. Research & Practice in Assessment, 9, 51-60. Retrieved from

http://files.eric.ed.gov/fulltext/EJ1062691.pdf

Duval, Erik. (2013, June 18). Open learning analytics: Erik Duval at TEDxUHowest [Video file].

Retrieved from https://www.youtube.com/watch?v=LfXDzpTnvqY

Haave, N. (2016). E-portfolios rescue biology students from a poorer final exam result:

Promoting student metacognition. Bioscence, 42(1), 8-15. Retrieved from

http://eds.a.ebscohost.com.ezproxy.umuc.edu/eds/pdfviewer/pdfviewer?sid=6ccaf2df-

e558-4313-8546-2050762f307c%40sessionmgr4010&vid=2&hid=4205

Hubert, D., Pickavance, J., & Hyberger, A. (2015). Reflective e-portfolios: One HIP to rule them

all?. Association of American College & Universities: Peer Review. Retrieved from
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NMENT 1 17

http://eds.a.ebscohost.com.ezproxy.umuc.edu/eds/pdfviewer/pdfviewer?sid=4d810b84-

67d9-4697-bc7b-63346be059a4%40sessionmgr4009&vid=2&hid=4205

Scheffer, J. (2014, December 27). Student tech teams 101: A toolkit for educators [Web log post].

Retrieved from https://jennscheffer.wordpress.com/2014/12/27/student-tech-teams-101-a-

toolkit-for-educators/

Stewart, B.L., Goodson, C.E., Miertschin, S.L., Norwood, M.L., & Ezell, S. (2013). Online

student support services: A case based on quality frameworks. MERLOT Journal of

Online Learning and Teaching, 9(2), 290-303. Retrieved from

http://jolt.merlot.org/vol9no2/stewart_barbara_0613.pdf

University of Maryland University College. (n.d.a.) Unit 1.3 overview. Retrieved from

https://learn.umuc.edu/d2l/le/content/202629/viewContent/8410902/View

University of Maryland University College. (n.d.b.) Unit 1: Context and elements of student

support. Retrieved from https://learn.umuc.edu/d2l/le/content/202629/Home