Adopting an e-portfolio as an assessment tool: investigating options, issues and future possibilites
1. Adopting an e-Portfolio as an assessment tool:
Investigating options, issues and future
possibilities
Dr Robyn Smyth Ms Catherine Studdert
Academic Developer JMP Project Manager - Occupational Therapy
School of Rural Medicine School of Health Sciences
Faculty of the Professions Faculty of Health
University of New England The University of Newcastle
Dr Graeme Horton Professor Ian Symonds Mr Brett Griffin
Senior Lecturer in Medical Education Dean of the JMP IT Project Officer
and General Practice Professor of Obstetrics
School of Medicine & Public Health School of Medicine & Public Health School of Medicine & Public Health
Faculty of Health Faculty of Health Faculty of Health
The University of Newcastle The University of Newcastle The University of Newcastle
2. Context
2
Joint Medical
Program
Cross-institutional teaching of medical
students – rural/regional footprint
200 students per year over wide
geographical base
Assessment Committee working party
investigating potential use of e-Portfolio
Chose Buzetto More & Alade’s 2008
Pentagonal e-Portfolio Model as
theoretical framework
Approach taken: pedagogy to drive
choice of technology
17 October 2011
e-Portfolios Australia Conference 2011│www.newcastle.edu.au/jmp
3. 3
Where are we going?
17 October 2011
e-Portfolios Australia Conference 2011│www.newcastle.edu.au/jmp
4. Our Needs
Recording 4
Storing
Tracking Our Needs
Assessment
Feedback
Reflections
Recording of valuable educational experiences for later
reference by students
Interoperability and secure storage of sensitive information
Tracking of clinical experiences, especially those which trace the
path to developing professionalism
Assessment of student learning and competencies
Provision of useful feedback to students
Provision of a tool which encourages students to reflect on their
experiences and learning, which can form the basis of further
dialogue with mentors.
17 October 2011
e-Portfolios Australia Conference 2011│www.newcastle.edu.au/jmp
6. 6
Current IT Architecture
17 October 2011 ePortfolios Australia Conference
2011│www.newcastle.edu.au/jmp
7. e-Portfolio
7
Student-Centred
e-Portfolios
Approach
Cohesive electronic repositories
Used for recording, storing and tracking students’ work,
assessment items, feedback and evidence of clinical experience
and competencies
Pedagogically and technologically progressive
Student-centred approach
Have the ability to adapt to their needs whilst learning in clinical
and non-clinical settings, and rural and urban locations.
Promote reflective learning and planning
Enhance communication
Create a record of a student’s work and experience to support
their professional careers and life-long learning
17 October 2011
e-Portfolios Australia Conference 2011│www.newcastle.edu.au/jmp
8. Theory
8
Buzzetto-More &
Alade (2008)
Scholarly Approach
ANZAME09 poster
Our investigations have been guided by our conceptual framework
reflective of Buzzetto-More & Alade’s (2008) Pentagonal e-Portfolio Model:
I. Identify Needs (purpose, performance indicators and learning
outcomes)
II. Determination, Assessment & Budget (select systems features,
assess existing technology, determine type, determine budget)
III. Select & Strategic Planning (select system, develop
implementation plan)
IV. Development (build into curriculum, develop rubrics, assessment,
allocate resources)
V. Implement & Grow Towards Continuous Improvement (prepare
students/staff, pilot, testing, evaluation, implementation)
17 October 2011
e-Portfolios Australia Conference 2011│www.newcastle.edu.au/jmp
9. Our
Investigation 9
Our Investigation
Available Software
Peer Experiences
From niche medical suites to general e-Portfolio software
– None fit all our needs, but some are candidates
Anecdotal reports that e-Portfolios are desired by our students
– Flexible
– Shows progress
– Supported
Literature Review of e-Portfolio in Medical Programs
– Remember staff;
– Introduce early in program where possible
– Fit to purpose
17 October 2011
e-Portfolios Australia Conference 2011│www.newcastle.edu.au/jmp
10. Our dream IT Architecture 10
17 October 2011 ePortfolios Australia Conference
2011│www.newcastle.edu.au/jmp
11. 11
2010 Pilot - Overview
Small group of Newcastle-based student volunteers in Year 4
Joint Medical Program
Replaced paper-based portfolio assessment component
Training and support mechanisms provided
Volunteers participated in two focus group sessions
Could at any time elect to submit the paper-based portfolio
17 October 2011
e-Portfolios Australia Conference 2011│www.newcastle.edu.au/jmp
12. 12
2010 Pilot e-Portfolio
Using Mahara based foliospaces.com
Using free accounts (50MB space)
Students using Google Docs for documents (free 1GB space)
Students had to present Work Integrated Learning (WIL) content
against course competencies whether in paper or electronic
Students had freedom in media types they could present their
competencies within their e-portfolios
17 October 2011
e-Portfolios Australia Conference 2011│www.newcastle.edu.au/jmp
13. The e-Portfolio 13
Student Profile
• Student access
their e-Portfolio
‘Views’
• Communicate with
Academic Mentors
or Co-ordinators
• Access to the
support group
17 October 2011
e-Portfolios Australia Conference 2011│www.newcastle.edu.au/jmp
14. The e-Portfolio 14
e-Portfolio Section View
• ‘View’ part of overall
e-Portfolio
• Specific topic (view
on each Rotation
topic)
• Student use any tool
to record clinical
experiences (against
competency list)
• De-identification of
patient data
17 October 2011
e-Portfolios Australia Conference 2011│www.newcastle.edu.au/jmp
15. The e-Portfolio 15
Support Mechanism
• ‘Groups’ in foliospaces
– Forums
– Files
– Pages member list
• Restricted to volunteers,
academics and support
staff only
• Students can help each
other with online tools
17 October 2011
e-Portfolios Australia Conference 2011│www.newcastle.edu.au/jmp
16. 2010 Pilot – Informing 2011 Trial 16
Students engaged and reflected more often on their clinical
experiences (than they thought they might otherwise have done)
Described Mahara as easy to use
Would loved to have had exemplars to peruse before building
their own e-Portfolios
Targeted support: self-help vodcasts, 10-step e-Portfolio setup,
etc.
Would like to use e-Portfolios, particularly in early years of the
program
17 October 2011
e-Portfolios Australia Conference 2011│www.newcastle.edu.au/jmp
17. Next project… 17
Full cohort of Newcastle-based Year 4 JMP students in course
– Greater use of feedback to mentor students directly in
e-Portfolio
– Train more academic markers and mentors
– Greater use of online support snippets, forms and podcasts
– Use of Elluminate for one-on-one support and application
walk-throughs while on placement
17 October 2011
e-Portfolios Australia Conference 2011│www.newcastle.edu.au/jmp
18. 18
Theorising, Practising, Adapting..…
17 October 2011
e-Portfolios Australia Conference 2011│www.newcastle.edu.au/jmp
19. 19
THANK YOU
17 October 2011
e-Portfolios Australia Conference 2011│www.newcastle.edu.au/jmp
Editor's Notes
Catherine
e-Portfolios are cohesive electronic repositories for recording, storing and tracking students’ work, assessment items, feedback and evidence of clinical experience and competencies, and may include multi-media files.These innovative and dynamic methods of teaching and learning are pedagogically and technologically progressive, based on a student-centred approach with the potential to enhance medical student education, and have the ability to adapt to their needs whilst learning in clinical and non-clinical settings, and rural and urban locations.e-Portfolios promote reflective learning and planning, enhance communication and create a record of a student’s work and experience to support their professional careers and life-long learning.