Across the depth and breadth: The embedding of eportfolios in a School of Education.
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Across the depth and breadth: The embedding of eportfolios in a School of Education.

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"Much time and energy has been devoted to the implementation of eportfolios, but the challenge for many institutions is to ensure sustainability resulting in the continuing and diverse use of ...

"Much time and energy has been devoted to the implementation of eportfolios, but the challenge for many institutions is to ensure sustainability resulting in the continuing and diverse use of eportfolios. At a large Australian School of Education, eportfolio use was mapped across the three Bachelor of Education courses, Early Childhood, Primary and Secondary. Course level planning was undertaken to determine how best to use the eportfolio to help student attain the required professional standards. This process included identifying the role of key drivers and institutional commitment, as well as recognising the variety of ways in which eportfolios could be used to develop students competence in the required standards: from 1st year communication units to capstone Work Place Integrated learning units, in supporting the development of ICT skills, to encouraging reflection and collaboration. This workshop provides an opportunity to explore this process and how it could be applied to different learning contexts.
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  • Feb 2010 University Curriculum, Teaching and Learning Committee – set up curriculum renewal project working partyMay 2010 Draft of curriculum renewal project
  • Feb 2010 University Curriculum, Teaching and Learning Committee – set up curriculum renewal project working partyMay 2010 Draft of curriculum renewal project
  • Feb 2010 University Curriculum, Teaching and Learning Committee – set up curriculum renewal project working partyMay 2010 Draft of curriculum renewal project
  • June 2010 eportfolio working party setup (Ron Oliver, Anne Harris, Susan Main, Helen Adam, Bronwyn Harman, Ken Robinson, Trudi Cooper)

Across the depth and breadth: The embedding of eportfolios in a School of Education. Across the depth and breadth: The embedding of eportfolios in a School of Education. Presentation Transcript

  • Edith Cowan University Your School Centre name School oforEducation here Across the depth and breadth: The embedding of eportfolios in a School of Education
  • Edith Cowan University Your School Centre name School oforEducation here Edith Cowan University - 27000 students - 400 courses - three campus locations SOE current enrolments 3895
  • Edith Cowan University Your School Centre name School oforEducation here
  • Edith Cowan University Your School Centre name School oforEducation here Climate for Change - Student Issues
  • Edith Cowan University Your School Centre name School oforEducation here Climate for Change - Staff Issues
  • Edith Cowan University Your School Centre name School oforEducation here Climate for Change - Increasing the Urgency At the University Level • Need for curriculum renewal within University • Curriculum working party • Eportfolio as part of documenting the learning journey from first year experience to end of course experience • Strategic Initiative from senior leader • Created initial eportfolio working party At the School level – • New Programs • Academic Initiative Funding for eportfolio implementation
  • Edith Cowan University Your School Centre name School oforEducation here Climate for Change – Building the Guiding Team
  • Edith Cowan University Your School Centre name School oforEducation here Climate for Change – Get the Right Vision Eportfolios central part of curriculum renewal program Student focussed, learning centred Documenting the learning journey Learning processes of Knowing, Doing, Being
  • Edith Cowan University Your School Centre name School oforEducation here Your turn – think/pair/share Think about Kotter and Cohen’s first three steps – creating a climate for change For your institution, if you haven’t yet implemented eportfolios, then consider what you would do to: (1) Increase urgency (2) Building the guiding team (3) Get the right vision If you have implemented eportfolios, consider your answers to what you did:
  • Edith Cowan University Your School Centre name School oforEducation here Your context – Increasing Urgency Would/have Set deadlines Benchmark Compare to others Create a cause Make it a solution Preparation/organisation Focus Meet Key stakeholders – students, careers/ student groups/employers Champions at executive levels
  • Edith Cowan University Your School Centre name School oforEducation here Your context – Building the Guiding Team Would/Have Put on the shoulder for key people People of influence Those that can make a decision for other People across campuses IT people Identifying discipline areas that use eportofolio Key students Engage a luddite as part of the team
  • Edith Cowan University Your School Centre name School oforEducation here Your context – Get the Right Vision Would/Have Accreditation Knowledge of system that is being used in their sector i.e. eportfolio system that is being used by Education Department used with pre-service teachers. Ability to access from remote areas with large chunks of material (Internet connections?)
  • Edith Cowan University Your School Centre name School oforEducation here
  • Edith Cowan University Your School Centre name School oforEducation here Engaging and Enabling – Communicate for Buy-in University Level • Eportfolio newsletter • University broadsheet • Blackboard LMS Community Site • Engage with each Teaching and Learning Associate Dean for each Faculty School Level • Present to academics and professional staff at School Forum • Follow up with course meetings
  • Edith Cowan University Your School Centre name School oforEducation here Engaging and Enabling – Empower Action 1. Communicating with staff about the pedagogical benefits of the eportfolio system 2. Training staff on the capabilities of eportfolios – What and How 3. Time allocated for course coordinators and unit coordinators to map the use of eportfolios into relevant units 4. Training the student mentor team in the SOE to support students (and staff??)
  • Edith Cowan University Your School Centre name School oforEducation here Engaging and Enabling – Empower Action Early Childhood Primary 1st year Communication unit 1st year Oral Language unit 2nd year pedagogy unit 2nd year Visual Arts unit 3rd year Pedagogy unit 3rd year Diversity unit 3rd year Arts unit 4th year Capstone unit 4th year Practicum unit 1st year ICT unit 2nd year Social Science unit 2nd year Maths unit 2nd year Health and Phys Ed unit 2nd year Art unit 3rd year Art unit 3rd year Diversity unit 4th year Capstone unit Secondary Grad Dip (Primary) 1st year Communication unit Maths unit 2nd year Pedagogy unit Capstone unit
  • Edith Cowan University Your School Centre name School oforEducation here Engaging and Enabling – Empower Action 1st Year 2nd Year Identifying Professional Standards Interactive workbooks Storage of assets for portfolio Reflection Storage of assets for portfolio Webfolios for content areas 3rd Year 4th Year Mapping Professional Standards Reflection Storage of assets for portfolio Developing assets using templates Webfolios for content areas Interactive workbooks Reflection Professional portfolios
  • Edith Cowan University Your School Centre name School oforEducation here Engaging and Enabling – Create Short Term Wins • Workload acknowledgement for unit coordinators integrating eportfolios in their units • Catering at training sessions! • Support person within the School • Acknowledgement of work in presentation at annual teaching and learning conference within University
  • Edith Cowan University Your School Centre name School oforEducation here Your Turn – Think/Pair/Share Think about Kotter’s second series of three steps – engaging and enabling (the whole organization) For your institution, if you haven’t yet implemented eportfolios, then consider what you would do to: (4) Communicate for Buy-in (5) Empower Action (6) Create Short-term Wins If you have implemented eportfolios, consider your answers to what you did:
  • Edith Cowan University Your School Centre name School oforEducation here Your context – Communicate for Buy-in Would Have
  • Edith Cowan University Your School Centre name School oforEducation here Your context – Empower Action Would Have
  • Edith Cowan University Your School Centre name School oforEducation here Your context – Create Short Term Wins Would • Action Learning Cycle Have
  • Edith Cowan University Your School Centre name School oforEducation here
  • Edith Cowan University Your School Centre name School oforEducation here Implementing and Sustaining Change – Don’t Let Up • Continue to disseminate information on eporfolio use across the university • Volunteer Student Mentors to provide support for students • Review use to date with unit coordinators • Plan for use in 2014 • Support provided by Centre for Learning and Development • In School support (?)
  • Edith Cowan University Your School Centre name School oforEducation here Implementing and Sustaining Change – Make it Stick Keeping it at the forefront of discussions • Grant applications • Research possibilities • Fully online units – use of Pebble identified as one of the preferred support tools for online learning
  • Edith Cowan University Your School Centre name School oforEducation here Your turn – Think/Pair/Share Think about Kotter’s third series of two steps – implementing and sustaining change For your institution, if you haven’t yet implemented eportfolios, then consider what you would do to: (7) Don’t Let Up (8) Make it Stick If you have implemented eportfolios, consider your answers to what you did:
  • Edith Cowan University Your School Centre name School oforEducation here Your context – Don’t Let Up Would Have
  • Edith Cowan University Your School Centre name School oforEducation here Your context – Make it Stick Would Have
  • Edith Cowan University Your School Centre name School oforEducation here What next? Professional Accreditation Focus on learning design Demonstration of course learning outcomes to include standards and analytic reports, and qualitative data (TEQSA) Employability and authentic learning, including postgraduate eportfolios On-line delivery of group learning and peer assessment
  • Edith Cowan University Your School Centre name School oforEducation here Thank you for your attention! Susan Main: s.main@ecu.edu.au