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


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  • 1. 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
  • 2.      Agenda
      • Welcome & Introductions
      • History, Definitions and Hopes
      • Current UBC Portfolio project examples and others
      • Discussion
      • Hands-on activites
      • Closing, feedback and follow-up
  • 3.      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
  • 4. 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
  • 5. Successes 
      • cross-faculty collaboration
      • research component
      • engaged different areas of academic environment
      • encouraged informal learning spaces for students
      • deep learning
  • 6. ePortfolio Pilot @ UBC
  • 7.  
  • 8. Challenges during pilot
      • technology (no one size fits all!)
      • sustained support
      • add-on rather than integration
      • increased workload for instructors and students
  • 9. 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
  • 10.     Tools
      • Social Networking Software (Facebook, Ning, Prezi) 
      • Weblogs
      • Wikis
      • Carnegie's KEEP Toolkit
      • Google Sites
  • 11.     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
  • 12.     More examples
    • Use of a wiki:
    • LaGuardia Community College gallery of examples:
    • San Francisco State University gallery:
    • Google Sites:
    • Prezi:
  • 13.     Examples from UBC community
        • Faculty of Education
          •   slides to follow
        • Faculty of Nursing
          •   slides to follow
  • 14.     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.
  • 15. 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
  • 16.
      • 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 .
  • 17.
      •   Coordinator, Special Projects
        • Anne Scholefield
    • [email_address]
  • 18. 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
  • 19. 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
  • 20. PeP Components
  • 21. 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
  • 22.    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?
  • 23. 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
  • 24. Hands-on Activities
      • Go to
      • Create an account
      • use an email account
      • you can access during
      • this session (eg.
      • hotmail,
      • yahoo, gmail)
  • 25. Resources
      • Online tutorials
      • More are here:
  • 26. 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:
  • 27.      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
  • 28. Contact information
    • Catherine Paul, UBC [email_address]
      • Twitter catherinepaul
      • Facebook:
    • Emily Renoe, UBC [email_address]
      • Twitter: emilyr
      • Facebook: emily renoe