File Cabinet

Boling_design_character_AERA2013.docx — Paper presented at the 2013 AERA conference: "Design character: What do we think it is?"

Formative feedback on a W200 case analysis using ScreenToaster.com — This file is an example of formative feedback that I provided to W200 students during the Spring of 2010. The first case analysis was often the project that required the most feedback, so by using ScreenToaster, I could both convey the tone of my feedback and make the feedback process more efficient on my part.

Google spreadsheet class reflection (W200 - Spring 2010) — This Google spreadsheet was created in a synchronous effort by W200 students (spring 2010). The students all contributed reflective statements at the same time and provided links to their ePortfolios for peer review.

Grant recognition announcement - Indianapolis ACE Fellowship — As a grant recipient of a regional ACE fellowship award, I was able to support and strengthen Catholic schools in the Indianapolis area.

Indiana University Transcript (password protected) — Transcript of doctoral coursework at Indiana University from the fall of 2007 to the spring of 2014.

iRubric for classroom website development (W204 Summer 2010) — This document is an example of an iRubric that I created and used to offer feedback to students. Students were evaluated on their creation of classroom website.

Notre Dame Transcript Link — Notre Dame transcripts for undergraduate and graduate coursework from the fall of 1998 to the spring of 2004.

Online class session conducted using Adobe Connect (W301 Fall 2009 - Section 30054) — Due to a family emergency, I conducted a class online using Adobe Connect with my W301 students during the fall of 2009. This link provides access to the recording of the class, which is viewable through online streaming.

Peer formative feedback using Polleverywhere.com — In the Spring of 2010, W200 students shared their technology integration professional goals with each other through the use of Polleverywhere.com

Peer website evaluation form create for W204 — This peer-evaluation form was created for students enrolled in W204 - Programming of Microcomputers in Education during the summer of 2010.

Reflective student blog (W200 - Spring 2010) — This blog was created by a W200 student in the Spring of 2010 as a way to track her progress within the technology integration course. She reflected on W200 over the course of seven weeks as part of her professional development goals.

Roman_AERA_2012_Elementary_Teacher_Website_Poster — Poster presented at AERA 2012 in Vancouver, Canada (Comparison of Parent and Teacher Perceptions of Essential Website Features and Elementary Teacher Website Practice)

Roman_doctoral_program_studies.docx — Program of Studies - Approved by all necessary parties and submitted to the Graduate Studies Office in August of 2010.

Roman_doctoral_program_studies.pdf — Program of Studies - Approved by all necessary parties and submitted to the Graduate Studies Office in August of 2010.

Roman_W301_feedback_Matt_AJ_2009.wav — In this recording, I provide formative feedback on a storyboard for two students enrolled in W301 during the fall of 2009. The original file was recorded using Vocaroo.com and students could stream the file online to hear the feedback.

Student checklist and final feedback for a W301 ePortfolio submission — This file is an example of summative feedback on a W301 electronic portfolio. The shared Google Spreadsheet is a rubric hybrid, in that students could monitor progress and I (as the instructor) could offer feedback on the final project.

Student feedback on a case analysis project for W200 by utilizing Vocaroo.com — This file represents an example of formative feedback provided to two W200 students during the Spring of 2010 on an elementary case analysis project. The feedback was recorded verbally through Vocaroo.com, in order to convey tone and clarity for the first project.

Summary of undergraduate student open-ended responses (2009-2010) — This spreadsheet offers a quick overview of open-ended responses in student evaluations from various sections of W200, W204, and W301 from 2009 to 2010. Comments were selected based upon completeness of response and reflect a range of constructive criticism.

Teacher blog for W200 - Spring 2010 — This teacher WordPress blog was created for W200 during the Spring 2009. The site offers additional resources to students, interactive learning tools, and organizes the structure of each class (e.g. agenda, due dates, etc).

Tutorial example (created for W301 in Fall of 2009) — This tutorial was created using Jing and uploaded to ScreenCast.com in the fall of 2009 for W301. Given the one credit hour nature of the course, online tutorials helped to facilitate learning outside of the classroom.

W200 student ePortfolio reflection — This webpage represents a reflection on the ePortfolio process and was created by a W200 student during the Spring of 2010. The student utilized Google Forms in order to receive formative feedback from her peers.

W204 course website (Programming for Microcomputers in Education) — During the summer of 2010, I taught a blended course on Programming for Microcomputers in Education (W204). I designed a classroom website to facilitate in my instruction and model website creation.