Hongik University ESP Course Proposal: Creating a Professional

Online Portfolio

Ben Nesbit

University of Colorado Denver

Introduction

Currently there is a job opening for an English teaching position at Hongik University at
the Jochiwon Campus in South Korea. This paper is intended to be a proposal to teach a
new, English for Special Purposes (ESP) course as an elective for upperclassmen. The
course is called “Creating a Professional Online Portfolio” and upon approval will be
taught using Project-Based Learning (PBL) principles to create an online portfolio using
a variety of Web-authoring tools in a blended learning environment at Hongik
University.

Context

The Hongik University, Jochiwon campus currently has a total of approximately 1,500
students enrolled (“Hongik University Information,” n.d.). The student population is
made up of first year students that study English as a required course and, upper
classman who are able to study English as an elective. Both demographics study English
from one of 12 currently employed, native English speaking teachers. Freshman English
is a course designed for first year students and is aimed at improving practical grammar
and conversation. For upperclassmen that are studying English as an elective there are
ESP classes available (Tyler Pollard, personal communication, October 22, 2009).
Currently there are over ten ESP classes available for students to take, including
Business English, Presentation English, Employment English, Screen English, American
Culture, Debate, Current Events, Reading, and Writing (Janis Hearn, personal
communication, October 29, 2009). The makeup of each class whether it be made up of
freshmen or upperclassmen is determined by major and class. With approximately 60%
(see Figure 1.1) of all enrolled students study either Science and Technology or Design
and Arts, Hongik University puts great precedence on cultivating creativity and
intellectual independence in the student body. (“Hongik University Information,” n.d.) .
These learners, “for the most part, are proud of their university, which has an
underlying influence on the positive effort and interest they have in class. They also are
fairly artistic. Hence, they are willing to think more outside the box” (Janis Hearn,
personal communication, October 29, 2009).
Figure 1.1. Breakdown of Student Enrollment at the Jochiwon Campus

(“Hongik University Information,” n.d.)

Setting

English classes taught by native English speakers at the Jochiwon campus typically are
made up of approximately 10 students, with a minimum of five and a maximum of 12 in
each class. Built in 1988, the Jochiwon facilities are relatively modern and while it has
not become completely standard, it is not unusual to teach in a class housing an
overhead projector with a computer that has Internet access. Freshmen English classes
meet twice a week, once for two hours and once for one hour, while the upperclassmen
students meet only once a week for a two hour session (Tyler Pollard, personal
communication, October 22, 2009).

Need/Rationale for this Course

In any given semester, since students only get exposed to between two or three hours of
class time, there is a need to make sure students use English outside of the classroom to
support their language learning. This is especially true if students are hoping to get
proficient in discussing design decisions they have made in regards to work they have
produced as would be the case in Engineering and Science and Art majors.

Students who study English as a Foreign Language (EFL) are often times lacking
motivation to improve. The reason for this is simple: EFL students don’t typically use
the English they are taught. In stark contrast to English as a Second Language (ESL)
students, who study in a country like Australia, the United States or Canada that need
English to survive, EFL students typically struggle to find ways of using English outside
of the classroom in a way that is meaningful and relevant. Because of this, the
motivation to learn English is minimal (Celce-Murcia, 2001).
Perhaps partially related to the aforementioned issue of motivation is the fact that
students tend to give less focus to courses that lie outside of their major. In the case of
Hongik University students, that means their English classes (Janis Hearn, personal
communication, October 29, 2009).

As one of the elite schools in Korea, Hongik University undoubtedly has a need to
demonstrate its leadership role as an educational institution. “Hongik” is literally
translated to mean “service to mankind” (“Hongik University Information,” n.d.). As
such, the need to have professors stay current in their fields of expertise by publishing
research is one that is ongoing.

Tracking student participation in a traditional classroom is very subjective making it

difficult to assess (Tyler Pollard, personal communication, October 22, 2009).

In addition to making significant improvements in their English ability, there is a huge

need for students to produce a portfolio for professional use. More than ever, employers
are looking online to find potential employees. As such, undergraduates must begin to
prepare themselves for the rigors of the Korean job market by creating a portfolio of
their work and publishing it online.

Model of Learning

This course will take place within a class that meets one to two times a week in addition
to meeting online throughout the week. This is considered a blended learning approach.
Blended learning aims to blend different learning strategies together for one common
purpose (Carliner &Driscoll, 2005). In the case of the students at Hongik University
who enroll in this course, the purpose will be to use web authoring tools to present
projects that will be displayed in online portfolios. By mixing methodologies, design
approaches, and media for each topic throughout the course, this course is designed
with a tactical blended learning approach in mind (Horton, 2006). More information on
how this course will be blended can be seen in the Course Implementation section of
this document.

Part of what is planned in this course is for the students to participate in Project-Based
Learning (PBL) activities. PBL puts the responsibility of learning into the students
hands, as the students are given a problem that needs to be solved. In groups or alone,
students use their own guiding questions to lead their research and ultimately solve the
problem (Celce-Murcia, p. 337, 2001). As is typical of PBL, there is no one single
solution to this problem, but rather a variety of ways students come to a solution,
leaving the students in charge of what and how they come up with this solution.
Perhaps the single biggest advantage of using PBL as a part of the curriculum for
English learners at Hongik University is that it allows learners to solve relevant, real
world problems (Edutopia Staff, 2008). Additionally, PBL lets students identify their
own learning needs. Since each Hongik University student has their own, personalized
designs, art, and writing that will be used in their portfolio, PBL will serve them well.
This methodology creates a new set of skills acquisition and deflects the responsibility to
learn away from teachers, and puts it on the students. ( Ignacio González Alonso,
Mercedes R. Fernández Alcalá, Jose A. López Brugos, 2007 ). This most certainly
correlates with the university objectives of instilling independent thinking and creativity
in each student (“Hongik University Information,” n.d.).

Using Web authoring tools as a way to present project allows students to take advantage
of being able to interact with the vast amounts of information found online rather than
just passively reading through it. Essentially Web-authoring tools provide students with
the necessary means to adapt the static English provided for online to their needs in a
way that helps them actively become a part of the English language community (Albion,
2008).

Intended Outcomes

Regardless of the college or department a student is in, the university strives to enrich
student learning through it's aforementioned primary objectives of instilling intellectual
independence and creativity into all of it's learners. Some of the changes that can be
expected by adopting this blended elearning proposal include:

 Improvement in English proficiency at all levels

 Increase in student motivation (Fee, 2009).
 Decrease in the perception that English courses are less important than major
courses
 Increase in opportunities for research and publications resulting in increased
exposure for the university
 Increased rate of job placement for graduates of Hongik
 Increase in student/teacher interaction
 Increase in intellectual independence

Opportunities Correlated to Current Strategy

As mentioned previously, this is a blended learning course, and as such, students will
meet once a week in the classroom and then work asynchronously online in the Ning
course shell. As such, elearning is a big part of this course.

There are a number of advantages to implementing a blended elearning course at

Hongik university. At the same time, it is important to look at any potential
disadvantages as well. The following two sections are intended to lay out the many
benefits of elearning as well as some of the challenges that co-exist.

Advantages of elearning
 Working in an online course shell such as Ning to produce projects, ensures that
students are utilizing English outside of the classroom.
 The use of Web authoring tools drastically reduces the need to store paper
documents. At the same time, tools such as Scribd make it easy to print off any
documents that are needed in a hard copy format. With such a huge variety of
tools available, and the degree of simplicity it takes to access them, the benefits
of using Web authoring tools to create and store online portfolios far outweighs
collecting and storing paper documents in manila folders at the end of each
semester.
 Perhaps one of the most distinguishable advantages of using elearning principles
and technologies in higher education is that researchers can, not only collect
data more easily, but analyze it with ease as well. One example of this can be
seen in the analytics section of Ning, which calculates how many times students
post comments to the weekly discussions.
 Another example of this immeasurable benefit of digital analytics can be seen in
the program, ProProfs, a free tool that allows teachers to create online tests and
quizzes. Once the quizzes are taken, and results are calculated, teachers can
refer to a number of graphs and charts displaying things like what percentage of
students got question 3 correct (see Figure 1.2). This helps the professor better
gauge which questions students are having problems with so as to adjust their
teaching and/or test making strategies.
 Having students create portfolios of their work encourages them to integrate
what they’re learning from all of their classes. A portfolio provides a platform
for which students can add work that they’ve created in other classes. By
creating a portfolio that includes their projects, writing and designs from all of
their classes, students can successfully integrate all of what they’ve produced at
Hongik into one place. So, students can work toward completing the objectives
set forth in this course while still staying focused on their major courses.
 The simplicity and high quality results that come from projects created from Web
authoring tools means students are more motivated to learn. Moreover, these
tools provide a platform for students to express and share their creative abilities
with a global audience.
 One of the huge benefits of using web based instruction as a part of the learning
solution is that students enter the classroom with a better working knowledge of
the subject and task at hand. As such they make better use of their time with me
as their instructor (Hall, 2002).
 Adopting a blended elearning style of teaching helps prepare students for a
globalized society (McCombs and Vikali, 2005).
 elearning environments allow learners to move at their own pace and can be
more effective for learners who are shy, reflective, or require more time to
absorb information: Because some students feel uncomfortable speaking English
in a traditional classroom for fear of being judged by others, working online can
help reduce this tension.
 elearning can be completed at the time and place that is most convenient for the
student.
  elearning content can be updated quickly (Fee, 2009).
 eliminates paperwork that must be stored for years: Because students complete
work online, all of the work is automatically saved and stored forever. This
includes all of the student participation, homework, project work and testing,
which can be printed out at any time.
 Doesn't require any funding by the university: Outside of the costs for the English
instructor, everything including the software required to create the online
environment is free.
 Provides opportunity for team/collaborative learning: Discussions, both
synchronous and asynchronous allow students to interact with each other and
their instructor comfortably and consistently.
 Students have an infinite and growing number of resources at their fingertips:
The Internet has an ever-growing number of resources for students to use during
their studies. These include online dictionaries, social networking sites, video
tutorials, podcasts and much, much more. New online tools are being created
every day. It should be noted that it is one of my interests to stay current on the
great number of teaching/learning resources available online. These resources
help to make learning more fun and rewarding.
 Connects students to the world: In addition to the great number of Internet tools
available for students to use, the Internet also connects students to the world.
There are a number of social networking tools, chat services, and websites
designed to connect non-native English speakers to native English speakers
around the world. These contacts could be lifelong friends and potential career
contacts.
 Develops knowledge of the Internet and computers skills: This knowledge and
skill set will help learners throughout their lives and careers.

Establishing a digital footprint online by creating a professional portfolio will help the
students of Hongik University stand out in the job market both in Korea, and
throughout the world. The benefits of creating an online portfolio are numerous as well.
A list of some of these benefits can be seen below.

 Rise above other job candidates by “showing” what you can do rather than just
“telling” it. Creating a resume that is interactive, one that viewers can click on
places you’ve been to, clubs you’ve been a part of, and organizations you’ve
worked for. Embed things like letters of recommendation, projects you’ve
completed, artwork you’ve done, and outstanding writing samples you’ve created
(Huhman 2009).
 Online portfolios can be leveraged using social and business networking sites
such as LinkedIn, Facebook, Twitter, MySpace, etc. (Huhman 2009).
 Online portfolios demonstrate your comfort with new technologies making you
more valuable in the workplace.
 Portfolios provide a “richer picture” of students, their learning and their
competencies. (Barrett, 2000)
 Creating an online portfolio provides a way for students to learn to manage their
 own professional development because they provide a simple yet, direct way for
students to collect evidence of professional or graduate skills (Cooper & Love,
2000).
 Students are actively involved in the creative process of making a portfolio
(Bowie et al., 2000).

Figure 1.2: Proprofs Analytics

Challenges to Overcome in elearning

 Students are required to get used to using technology that they may not be
familiar with: To combat this, it is important that teachers provide support for
students using step-by-step online tutorials.
 Learners with poor self-motivation or bad study skills may fall behind online:
This is also true of a traditional class but online, there is less opportunity for a
teacher to "see" a student demonstrating poor study skills, making it a harder
thing to correct.
 Students may feel isolated from their instructor or classmates: This is something
that needs to be addressed early on, and one way of doing so is to form groups
early and often. In addition, having informal, synchronous meetings online can
help with this as well.

Feasibility/Planning

As the sole developer and administrator of this course, I will be designing, creating, and
administering it in its entirety. The online portion of the course will be created using a
free, social networking tool, called Ning. To see a beta version of the site, please visit
http://hongikportfolio.ning.com/. The only technical or hardware requirement to access
the Ning program is a computer with Internet access. I have created the Home Page in
which I based the color scheme on that used on the English version of the Hongik
University Home page. So as to give a feel of familiarity, I’ve also added the university
picture as well. Registering on the Ning site is simple, and only requires that students
have a pre-existing email account. Once students are invited to the network, they can log
in and will be able to view the course homepage as seen below (See Figure 1.3).

Figure 1.3: Ning Course Shell

A timeline for this project from start to finish can be seen in the table below (See figure
1.4).

Figure 1.4: Project Timeline

Activity Projected Timeline

Initial Proposal Completed 8/17/2009 - 10/31/2009

Proposal Sent to Hongik University 11/1/2009
Course Promotional Video Created 11/18/2009
Projected Interview (if given) 11/20/2009
Proposal Approved (if possible) 11/27/2009
Continued Course Ning Shell and Course 11/27/2009 – 2/28/2010
Develepment
First day of Class and Introduction to Ning 3/1/2010
Shell. Student Survey given
First Project Online Deliverable Due 3/22/2010
Second Project Deliverable Due 4/9/2010
Mid-Term Exam 4/19/2010
Mid-Term Survey Administered Online 4/20/2010
 Third Project Deliverable Due 5/10/2010
Portfolio Due 5/31
Final Course Survey Given 6/5/2010
Final Exam 6/7/2010
Course Evaluation 6/14/2010 – 6/28/2010
Course Results Submitted to University 6/28/2010

Course Implementation

Ultimately the goal of this course will be for students to produce projects that are
relevant to their career goals so as to begin adding these projects into an online
portfolio. As such, taking a blended learning approach is necessary. Students will attend
class for one-two hour session each week. The breakdown of how that class time is spent
is shown below (see Figure 1.5). This chart serves as a hypothetical lecture for 3/8/2010.
Figure 1.5: Breakdown of Class time
Time Task Example Skills
900-9:10 Take role, greetings, Grammar Tense Reading,
warm up activity Jeopardy Grammar,
Speaking,
Listening,
Culture
9:10-9:30 Review of previous Review Past Perfect Grammar,
weeks lessons and Grammar Tense. Speaking,
online activities Q&A for any technical Listening,
issues online Information
Technology, Q&A
9:30-9:50 Introduce new using past perfect Listening,
learning objectives continuous tense to grammar, note-
tell a story taking
9:50-10:00 Break Break Break
10:00-10:30 Applying new creating a storyboard Reading, writing,
objectives comic strip using past speaking,
perfect continuous grammar
tense
10:30-10:45 share stories with Students read aloud Speaking,
class what they’ve created pronunciation,
defending
10:45-11:00 Discuss homework Next class you’ll be Listening,
and new online studying future Information
activities perfect tense technology, Q&A

Each week, students will be expected to work asynchronously in the Ning course shell,
on tasks and projects that reinforce what was learned in class. A sample breakdown of
this can be seen below (See Figure 1.6). Note: the examples in Figure 1.6 correlate with
those in Figure 1.5. The tasks to be completed online would be done after attending the
sample class above.

Figure 1.6: Breakdown of work in Ning

Due Date Task Example Skills
3/10/2010 Create a comic strip Using the program Grammar, writing,
online using the past www.pixton.com (See reading, information
perfect continuous Figure 1.7)and the technology
tense storyboard you
created in class, create
a comic strip with at
least 10 comic panels.
3/12/2010 Now review at least 3 Using the program Writing, reflection,
of your classmate’s Pixton, students can social networking,
comic strips and comment on each information
provide feedback to other’s comic strips. technology
them
3/14/2010 Watch a short Students watch an Listening, Grammar
tutorial on how to embedded
use future perfect video/slideshow that
tense. I’ve embedded into
the course shell.
3/14/2010 Students take a quiz The quiz directly Listening, grammar,
to evaluate their follows the tutorial but test-taking, reading
understanding of the allows students to go comphrehension
new material back and evaluate the
material that was
presented.

Resources

The resources I plan to use to help teach this course include:

 examples to help students conceptualize each project

 a rubric that will guide them as they complete projects
 recorded tutorials for students to view at any time on how to navigate the course
shell and use the authoring tools properly
 A host of free web authoring tools including but not limited to:

o www.dipity.com- an interactive timeline that students can use to develop

their ability to speak and write using all twelve grammar tenses.
o www.engrade.com- a tool that allows students to track their grades
throughout the semester.
 o www.jingproject.com- a screen-share tool that allows teachers to create
tutorials for students that can be viewed online or offline.
o www.linkedin.com- a business networking website used in over 200
countries around the world.
o www.ning.com- a social networking tool that I have used to create our course
shell
o www.pixton.com- a tool that allows students to create comic strips to
demonstrate English concepts learned in class (see Figure 1.7).
o www.prezi.com- a creative presentation tool that can be used in a wide
variety of ways.
o www.proprofs.com- a tool that allows teachers to create tests, quizzes,
surveys and more that can be embedded into any website.
o www.voicethread.com- another creative presentation tool that is very
popular in education these days.
o www.xtranormal.com- a tool that allows students to script dialogue and
gestures, create avatars and design scenes that are then shown as short
movies.
o www.weebly.com- a very simple tool (one of many) that can be used to create
an online portfolio.

Figure 1.7: Pixton

Objectives

The objectives of the course are still under construction; however, some of the learning
objectives to be initiated include:

 Using the tool, Voicethread, students will create a narrated slideshow that will
serve as a self introduction.
 Utilizing the tool, Prezi, students will create a presentation based on the results
of an interview they’ve conducted in English.
 Using the tool Pixton, students will develop a comic series that utilizes the 12
grammar tenses.
  Working online in the Ning course shell, students will critique the grammar and
design of other students.
 Working online in the Ning course shell, students will defend their design
decisions in a reflective format.
 Based on information they’ve viewed in online tutorials provided in the Ning
course shell, students will solve problems asked of them related to the material.
 Combining the projects they’ve created throughout the semester, students will
construct portfolios

Evaluation of Performance

Students will be evaluated using, quizzes, tests, participation, and projects. There will be
a rubric for any project given. Final grades will be determined by five categories:
student attendance, participation, mid-term exam, final exam, and projects. See the
chart below (Figure 1.8) for the breakdown of scoring.

Figure 1.8: Proposed Breakdown of Scoring

(“Hongik University Information,” n.d.)

To measure what students learn, I will use Kirkpatrick’s four levels, reactions, learning,
behavior and results (Fee 2009).

To assess reactions, I will conduct a total of three surveys. To assess pre-existing

knowledge entering my course, a survey will be given to students on the first day of
class. Another will be given at the midterm point in the semester to evaluate student
attitudes and assess any difficulties students may be having. This will allow me to make
any adjustments that may be critical to the success of my learners. The last survey will
be given just before the end of the semester, to once again evaluate student attitudes,
and to help assess what was learned.

To further assess learning, students will be tested on the English they are taught
throughout the semester. They will be given a mid-term and a final examination.
Additionally, students will be given quizzes each week online that must be completed
before attending class. These quizzes are scored automatically online and are considered
part of students’ participation grade.

To assess behavior and results, it is important to track students as they move forward in
their studies. According to the Kirkpatrick model, reactions and learning are the most
difficult level to measure (Fee, 2009). It would make for an interesting study to track
whether or not students continue to add to their online portfolios as they progress
through their coursework at Hongik. Likewise, to really know whether or not this course
produced results, there would have to be a follow up to determine how many students
landed jobs from employees who viewed their online portfolios.

The last step in evaluating this program will be to write up my own findings and
conclusions from the semester. This form of reflection and data collection will be
helpful to me as an instructor, to the university in its evaluation of my work, and
potentially to the field of EFL if results are published.

Change Effort/Leadership Factors

Due to the nature of this being a blended course, one that involves students working
online in a manner that may be unfamiliar to them, there is a degree of discomfort and
resistance that I anticipate from this. Students may not be comfortable right away in the
new, online environment that they will be asked to be productive in. This is a normal
response to change and I am prepared to take on any issues that students may have.
Issues that may come about include:

 Full participation, inclusion, and respect for all students

o Students may not be comfortable with the amount of time they will be
expected to work online to complete each week’s activities. I suspect
that there will be a range in regards to how much time each student
spends online each week. I know that students have time constraints
for other classes in addition to mine so I respect the concern of time
students may present. While I do expect work to be done, I plan to be
flexible on due dates as long as students stay in contact with me in
regards to their needs. I will be very up front about my need to hear
from them if they need extensions on projects, or on reflective
discussions. One thing students will be reminded of in class each week
is the fact that they are being given class time to prepare each online
project. This gives them an opportunity to ask me questions in class
 and get a good portion of the preparatory work done before getting
online. Each week’s online tutorial and quiz will be mandatory pre-
requisites to successfully understanding the material presented in the
next week’s class. As such, their due dates are permanent and
immovable. On a bright note, these materials are not nearly as time
consuming as the project based or reflective work and students can
likely get through those materials in one hour or less.
o As a way to encourage students to continue to dedicate time and effort
to the work assigned to them online, the Ning shell will include a way
for them to check their course point total using the free, fully
embeddable tool, Engrade. Within the Ning shell, under the tab
labeled “My Grade,” students will be able to access their current
grades. The ability for students to, not only check their grades but also
check when assignments are due, helps to motivate them to log into
the course shell and get work done.

 Technical/procedural/informational support
o I also expect that students have varying levels of proficiency using web
authoring tools, social networks, and other tools available online. The
best way of gauging any pre-existing proficiencies and/or deficiencies
is to survey the students ahead of time. I am hopeful to find
deficiencies in students’ abilities to work online because it gives me
more opportunities for instruction. One instructional opportunity
involves using free screen capture software to provide students with
step-by-step tutorials on areas of need using the free program, Jing.

Marketing the Course

Knowing the high level of creativity that Hongik students possess, the pride that they
have in their work, and the need for such a course to be put in place, it is my hope that
students need only read a course description to gain interest in taking this elective.
However, to help this course gain interest initially, I have begun to design an
instructional music video aimed at discussing the needs and benefits of creating an
online portfolio. As stated in the projected timeline for this project (See Figure 1.4), this
video will be completed by November 18th of this year, allowing plenty of time to help
market the course as well. This video will be fully embeddable into the Hongik
University server or, if need be, into a separate server such as YouTube.

Budget and ROE

Typically, when elearning is introduced as a new part of a curriculum, the biggest

monetary concerns are paying for the learning platform, a hosting server, technical and
software support and maintenance (Fee, 2009). However, because the elearning portion
of this course will be taught using Ning, these cost concerns need not be an issue. Ning
serves double duty as both the learning platform and the hosting server, and is 100%
free to use. Additionally, since I will be the sole provider of technical and software
support, and maintenance, the cost to hire out for these responsibilities is eliminated.

Since there is no actual monetary investment being put into this course, it makes sense
to measure the university’s Return On Expectation (ROE) as opposed to the Return On
Investment (ROI) (Fee, 2009). Setting my expectations high, so as to match those set
forth by Hongik University, it is my aim that this course will make considerable
contributions to student learning, the university as a whole, and to the “service of
mankind.” It is with these expectations in mind that I formally request acceptance of
this proposal.
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