Introduction to e-Portfolios at UBC and beyond


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Introduction to e-Portfolios at UBC and beyond

  1. 1. University of British Columbia (UBC)  - Introduction to ePortfolios <ul><ul><li>Catherine Paul, Community of Practice Facilitator – Office of Learning Technology </li></ul></ul><ul><ul><li>Emily Renoe, Office of Learning Technology, UBC </li></ul></ul>
  2. 2.      Agenda <ul><ul><li>Welcome & Introductions </li></ul></ul><ul><ul><li>History, Definitions and Hopes </li></ul></ul><ul><ul><li>Current UBC Portfolio project examples and others </li></ul></ul><ul><ul><li>Discussion </li></ul></ul><ul><ul><li>Hands-on activites </li></ul></ul><ul><ul><li>Closing, feedback and follow-up </li></ul></ul>
  3. 3.      Objectives <ul><ul><li>Give examples of how ePortfolios are being used at UTT, UBC, and around the world </li></ul></ul><ul><ul><li>Create an ePortfolio space using a blogging platform </li></ul></ul><ul><ul><li>Identify ways that portfolios can contribute to deeper learning and teaching </li></ul></ul>
  4. 4. Brief History of  UBC Portfolio Community of Practice <ul><ul><li>Communities of practice are groups of people who share a concern or a passion for something they do and learn how to do it better as they interact regularly.   ~ Etienne Wenger </li></ul></ul><ul><ul><li>A 3-year campus-wide initiative 2003-2006 </li></ul></ul><ul><ul><li>TLEF funded (Teaching and Learning Enhancement Fund) </li></ul></ul><ul><ul><li>investigated the pedagogical benefits & resource implications of implementing e-portfolios for multiple purposes & contexts (course, program, personal) </li></ul></ul><ul><ul><li>13 projects from multiple disciplines - 2000 students, 91 instructors and 37 staff </li></ul></ul><ul><ul><li>strong community of practice (CoP) in parallel </li></ul></ul>
  5. 5. Successes  <ul><ul><li>cross-faculty collaboration </li></ul></ul><ul><ul><li>research component </li></ul></ul><ul><ul><li>engaged different areas of academic environment </li></ul></ul><ul><ul><li>encouraged informal learning spaces for students </li></ul></ul><ul><ul><li>deep learning </li></ul></ul>
  6. 6. ePortfolio Pilot @ UBC
  7. 8. Challenges during pilot <ul><ul><li>technology (no one size fits all!) </li></ul></ul><ul><ul><li>sustained support </li></ul></ul><ul><ul><li>add-on rather than integration </li></ul></ul><ul><ul><li>increased workload for instructors and students </li></ul></ul>
  8. 9. New directions <ul><ul><li>currently reviving the Portfolio Community of Practice, a collaborative coordination effort (Centre for Teaching and Academic Growth & Office of Learning Technology) </li></ul></ul><ul><ul><li>regular meetings; highlighting work members are doing </li></ul></ul><ul><ul><li>collecting stories </li></ul></ul><ul><ul><li>collaborating on workshops </li></ul></ul><ul><ul><li>developing resources and a new online space </li></ul></ul>
  9. 10.     Tools <ul><ul><li>Social Networking Software (Facebook, Ning, Prezi)  </li></ul></ul><ul><ul><li>Weblogs </li></ul></ul><ul><li>  </li></ul><ul><ul><li>Wikis </li></ul></ul><ul><ul><li>Carnegie's KEEP Toolkit </li></ul></ul><ul><ul><li>Google Sites </li></ul></ul>
  10. 11.     ePortfolio examples <ul><li>Using WordPress: </li></ul><ul><li> </li></ul><ul><li> </li></ul><ul><li>WordPress is an open source blog publishing application; it lets you create your own web space. </li></ul><ul><li>Keep Toolkit UBC examples: </li></ul><ul><li> </li></ul><ul><li>Keep Tool Kit: </li></ul><ul><ul><li> </li></ul></ul><ul><li>The KEEP Toolkit is a set of web-based tools that help teachers, students and institutions quickly create compact and engaging knowledge representations on the Web </li></ul>
  11. 12.     More examples <ul><li>Use of a wiki: </li></ul><ul><li> </li></ul><ul><li>  </li></ul><ul><li>LaGuardia Community College gallery of examples: </li></ul><ul><li> </li></ul><ul><li>  </li></ul><ul><li>San Francisco State University gallery: </li></ul><ul><ul><li> </li></ul></ul><ul><ul><li> </li></ul></ul><ul><ul><li> </li></ul></ul><ul><li>  </li></ul><ul><li>Google Sites: </li></ul><ul><li> </li></ul><ul><li>Prezi: </li></ul><ul><li> </li></ul>
  12. 13.     Examples from UBC community <ul><ul><li>      </li></ul></ul><ul><ul><ul><li>Faculty of Education </li></ul></ul></ul><ul><ul><ul><ul><li>  slides to follow </li></ul></ul></ul></ul><ul><ul><ul><li>Faculty of Nursing </li></ul></ul></ul><ul><ul><ul><ul><li>  slides to follow </li></ul></ul></ul></ul>
  13. 14.     Examples from UBC community <ul><ul><ul><li>    Faculty of Dentistry: </li></ul></ul></ul><ul><ul><ul><li>At the University of British Columbia, we introduced an ePortfolio assignment in the operative dentistry clinical simulation module and conducted a pilot study to explore the usefulness of ePortfolios as a learning tool for dental students. Qualitative assessments included student self-reflections on the ePortfolio experience. In the quantitative evaluation, ePortfolio learning was hypothesized as a multidimensional experience with four dimensions: </li></ul></ul></ul><ul><ul><ul><li>1) an ePortfolio experience is valuable for learning operative dentistry </li></ul></ul></ul><ul><ul><ul><li>2) an ePortfolio is time-consuming, but overall a useful experience </li></ul></ul></ul><ul><ul><ul><li>3) ePortfolio learning requires technical skills that are manageable </li></ul></ul></ul><ul><ul><ul><li>4) ePortfolio experience may be beneficial for lifelong learning. Overall, both quantitative and qualitative assessments demonstrated that students valued ePortfolio learning as a positive experience. In multivariate analyses (confirmatory factor analysis), the four-dimensional model of ePortfolio learning was confirmed. </li></ul></ul></ul><ul><ul><ul><li>Future studies are needed to validate or revise the four-factor model of ePortfolio learning in different student cohorts. </li></ul></ul></ul>
  14. 15. ePortfolios ….. <ul><ul><li>address graduates ’ relationship to the Standards of the profession </li></ul></ul><ul><ul><li>establish a collection of artifacts & reflections as evidence of professional growth </li></ul></ul><ul><ul><li>provide a digital record of one ’ s evolving identity as a teacher </li></ul></ul>
  15. 16. <ul><ul><li>Technological : WordPress was recommended by the Office of Learning Technology and e-coaches (who are also teacher candidates). We have provided several resources e.g. a support blog </li></ul></ul><ul><ul><li>Conceptual : [e]portfolios as assessment tools for teaching/learning in schools also apply to teacher education. We try to model this and clarify the practice and process of demonstrating teacher identity/development with a “ why & how ” blog . </li></ul></ul>
  16. 17. <ul><ul><li>  Coordinator, Special Projects </li></ul></ul><ul><ul><ul><li>Anne Scholefield </li></ul></ul></ul><ul><li>[email_address] </li></ul>
  17. 18. A Practice E-portfolio (PeP) for Nursing:  What is the PeP? <ul><ul><li>The PeP is an electronic replacement for the existing paper-based clinical evaluation system. </li></ul></ul><ul><ul><li>The Practice e-Portfolio will provide a one stop resource to support and record clinical learning. The application will provide an environment to support clinical learning incorporating a Web-based interface to a Practice e-Portfolio. </li></ul></ul><ul><ul><li>It is designed to be used by students and instructors throughout the program, and give a record clinical progress </li></ul></ul>
  18. 19. What does it contain? <ul><ul><li>21 Overall Thematic Competencies - incorporating all of the relevant (i.e. clinically focused) CRNBC, and CNA competencies, and CRNBC Standards </li></ul></ul><ul><ul><li>Specific levelled Clinical Competencies for each level of the program and evaluations </li></ul></ul><ul><ul><li>Clinical Journaling (reflective journals) </li></ul></ul><ul><ul><li>Clinical Skills logging (specific skills, e.g. catheterization) </li></ul></ul><ul><ul><li>Clinical Experience record (placement/instructor history) </li></ul></ul><ul><ul><li>Learning Plans/contracts </li></ul></ul><ul><ul><li>128bit encryption of all data stored/transferred </li></ul></ul>
  19. 20. PeP Components
  20. 21. Faculty Design Contacts <ul><li>Undergraduate Nursing (BSN) </li></ul><ul><ul><li>Dr Bernie Garrett [email_address] </li></ul></ul><ul><ul><li>Cathryn Jackson [email_address] </li></ul></ul><ul><ul><li>Dr Maura Macphee </li></ul></ul><ul><li>Nurse Practitioner (MSN-NP) </li></ul><ul><ul><li>Gloria Joachim </li></ul></ul><ul><ul><li>Barbara Boyle </li></ul></ul>
  21. 22.    Questions for roundtable discussion <ul><ul><li>Introduce yourself: name & university campus </li></ul></ul><ul><ul><li>What is a challenge/hurdle you are facing in your Institution/Department using portfolios? </li></ul></ul><ul><ul><li>How do we encourage leadership within a community of practice? </li></ul></ul><ul><ul><li>How do we embrace diversity within a community and engage people at different levels of expertise? </li></ul></ul><ul><ul><li>How can we encourage interaction and learning around portfolios in an online environment? </li></ul></ul>
  22. 23. Sustaining community <ul><ul><li>Figure: Cambridge, et al (2005) components that make up the iterative ‘rhythm’ of a community </li></ul></ul><ul><ul><li>foster collaborative projects; </li></ul></ul><ul><ul><li>send people to events; builds prestige and encourages these members to give back to community </li></ul></ul><ul><ul><li>don’t forget the important role of coordinator </li></ul></ul>
  23. 24. Hands-on Activities <ul><ul><li>Go to </li></ul></ul><ul><ul><li>Create an account </li></ul></ul><ul><ul><li>use an email account </li></ul></ul><ul><ul><li>you can access during </li></ul></ul><ul><ul><li>this session (eg. </li></ul></ul><ul><ul><li>hotmail, </li></ul></ul><ul><ul><li>yahoo, gmail) </li></ul></ul>
  24. 25. Resources <ul><ul><li>Online tutorials </li></ul></ul><ul><ul><li> </li></ul></ul><ul><ul><li>More are here: </li></ul></ul>
  25. 26. Resources <ul><ul><li>**New online presence currently under construction! </li></ul></ul><ul><ul><li>General UBC ePortfolio info </li></ul></ul><ul><ul><ul><li> - click on ePortfolio </li></ul></ul></ul><ul><ul><li>WordPress support: </li></ul></ul><ul><ul><ul><li> </li></ul></ul></ul><ul><ul><li>Examples in this session: </li></ul></ul><ul><ul><ul><li>Education Portfolio site: </li></ul></ul></ul><ul><ul><ul><li>General Context: </li></ul></ul></ul><ul><ul><li>Teaching Portfolios: </li></ul></ul><ul><ul><ul><li> </li></ul></ul></ul>
  26. 27.      Objectives <ul><ul><li>Give examples of how ePortfolios are being used at UTT, UBC, and around the world </li></ul></ul><ul><ul><li>Create an ePortfolio space using a blogging platform </li></ul></ul><ul><ul><li>Identify ways that portfolios can contribute to deeper learning and teaching </li></ul></ul>
  27. 28. Contact information <ul><li>Catherine Paul, UBC [email_address] </li></ul><ul><ul><li>Twitter catherinepaul </li></ul></ul><ul><ul><li>Facebook: </li></ul></ul><ul><li>Emily Renoe, UBC [email_address] </li></ul><ul><ul><li>Twitter: emilyr </li></ul></ul><ul><ul><li>Facebook: emily renoe </li></ul></ul><ul><ul><li> </li></ul></ul>