Introduction to e-Portfolios at UBC and beyond
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Introduction to e-Portfolios at UBC and beyond






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    Introduction to e-Portfolios at UBC and beyond Introduction to e-Portfolios at UBC and beyond Presentation Transcript

    • University of British Columbia (UBC)  - Introduction to ePortfolios
        • Catherine Paul, Community of Practice Facilitator – Office of Learning Technology
        • Emily Renoe, Office of Learning Technology, UBC
    •      Agenda
        • Welcome & Introductions
        • History, Definitions and Hopes
        • Current UBC Portfolio project examples and others
        • Discussion
        • Hands-on activites
        • Closing, feedback and follow-up
    •      Objectives
        • Give examples of how ePortfolios are being used at UTT, UBC, and around the world
        • Create an ePortfolio space using a blogging platform
        • Identify ways that portfolios can contribute to deeper learning and teaching
    • Brief History of  UBC Portfolio Community of Practice
        • 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
        • A 3-year campus-wide initiative 2003-2006
        • TLEF funded (Teaching and Learning Enhancement Fund)
        • investigated the pedagogical benefits & resource implications of implementing e-portfolios for multiple purposes & contexts (course, program, personal)
        • 13 projects from multiple disciplines - 2000 students, 91 instructors and 37 staff
        • strong community of practice (CoP) in parallel
    • Successes 
        • cross-faculty collaboration
        • research component
        • engaged different areas of academic environment
        • encouraged informal learning spaces for students
        • deep learning
    • ePortfolio Pilot @ UBC
    • Challenges during pilot
        • technology (no one size fits all!)
        • sustained support
        • add-on rather than integration
        • increased workload for instructors and students
    • New directions
        • currently reviving the Portfolio Community of Practice, a collaborative coordination effort (Centre for Teaching and Academic Growth & Office of Learning Technology)
        • regular meetings; highlighting work members are doing
        • collecting stories
        • collaborating on workshops
        • developing resources and a new online space
    •     Tools
        • Social Networking Software (Facebook, Ning, Prezi) 
        • Weblogs
        • Wikis
        • Carnegie's KEEP Toolkit
        • Google Sites
    •     ePortfolio examples
      • Using WordPress:
      • WordPress is an open source blog publishing application; it lets you create your own web space.
      • Keep Toolkit UBC examples:
      • Keep Tool Kit:
      • 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
    •     More examples
      • Use of a wiki:
      • LaGuardia Community College gallery of examples:
      • San Francisco State University gallery:
      • Google Sites:
      • Prezi:
    •     Examples from UBC community
          • Faculty of Education
            •   slides to follow
          • Faculty of Nursing
            •   slides to follow
    •     Examples from UBC community
          •     Faculty of Dentistry:
          • 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:
          • 1) an ePortfolio experience is valuable for learning operative dentistry
          • 2) an ePortfolio is time-consuming, but overall a useful experience
          • 3) ePortfolio learning requires technical skills that are manageable
          • 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.
          • Future studies are needed to validate or revise the four-factor model of ePortfolio learning in different student cohorts.
    • ePortfolios …..
        • address graduates ’ relationship to the Standards of the profession
        • establish a collection of artifacts & reflections as evidence of professional growth
        • provide a digital record of one ’ s evolving identity as a teacher
        • 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
        • 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 .
        •   Coordinator, Special Projects
          • Anne Scholefield
      • [email_address]
    • A Practice E-portfolio (PeP) for Nursing:  What is the PeP?
        • The PeP is an electronic replacement for the existing paper-based clinical evaluation system.
        • 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.
        • It is designed to be used by students and instructors throughout the program, and give a record clinical progress
    • What does it contain?
        • 21 Overall Thematic Competencies - incorporating all of the relevant (i.e. clinically focused) CRNBC, and CNA competencies, and CRNBC Standards
        • Specific levelled Clinical Competencies for each level of the program and evaluations
        • Clinical Journaling (reflective journals)
        • Clinical Skills logging (specific skills, e.g. catheterization)
        • Clinical Experience record (placement/instructor history)
        • Learning Plans/contracts
        • 128bit encryption of all data stored/transferred
    • PeP Components
    • Faculty Design Contacts
      • Undergraduate Nursing (BSN)
        • Dr Bernie Garrett [email_address]
        • Cathryn Jackson [email_address]
        • Dr Maura Macphee
      • Nurse Practitioner (MSN-NP)
        • Gloria Joachim
        • Barbara Boyle
    •    Questions for roundtable discussion
        • Introduce yourself: name & university campus
        • What is a challenge/hurdle you are facing in your Institution/Department using portfolios?
        • How do we encourage leadership within a community of practice?
        • How do we embrace diversity within a community and engage people at different levels of expertise?
        • How can we encourage interaction and learning around portfolios in an online environment?
    • Sustaining community
        • Figure: Cambridge, et al (2005) components that make up the iterative ‘rhythm’ of a community
        • foster collaborative projects;
        • send people to events; builds prestige and encourages these members to give back to community
        • don’t forget the important role of coordinator
    • Hands-on Activities
        • Go to
        • Create an account
        • use an email account
        • you can access during
        • this session (eg.
        • hotmail,
        • yahoo, gmail)
    • Resources
        • Online tutorials
        • More are here:
    • Resources
        • **New online presence currently under construction!
        • General UBC ePortfolio info
          • - click on ePortfolio
        • WordPress support:
        • Examples in this session:
          • Education Portfolio site:
          • General Context:
        • Teaching Portfolios:
    •      Objectives
        • Give examples of how ePortfolios are being used at UTT, UBC, and around the world
        • Create an ePortfolio space using a blogging platform
        • Identify ways that portfolios can contribute to deeper learning and teaching
    • Contact information
      • Catherine Paul, UBC [email_address]
        • Twitter catherinepaul
        • Facebook:
      • Emily Renoe, UBC [email_address]
        • Twitter: emilyr
        • Facebook: emily renoe