ePortfolio for work integrated learning - Jessica Tsai & Christine Slade (University of Queensland)
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The University of Queensland (UQ) is investigating a sustainable ePortfolio technology that enables the monitoring, capturing and evaluating of Work Integrated Learning (WIL) across 25 disciplines. The presentation will outline the process that the project has undertaken to arrive at a recommendation for the most appropriate solution. The process has included an analysis of current teaching and learning practices and program and course-level needs to establish functional requirements, identification of potential off-the-shelf products, and proof-of-concept testing to establish the best-fit solution. This approach has enabled UQ to provide one platform that is integrated with the central learning management system which also meets the University’s teaching and learning needs with respect to WIL.
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ePortfolio for work integrated learning - Jessica Tsai & Christine Slade (University of Queensland)
- 1. ePortfolio for Work-Integrated Learning (WIL) Faculty of: Health & Behavioural Sciences, Humanities & Social Sciences and Medicine & Biomedical Sciences Presented by Ms Jessica Tsai Dr Christine Slade
- 2. Current tools for Work-Integrated Learning Field Education eLog Forms and Spreadsheets Clinical Practice Performance Portfolio (Health ePortfolio)
- 3. Project Timeline Needs Analysis Commenced in Dec 2014 (3 months) Product Evaluation (9 months) Implementation (Anticipated 2017) The Pilot (12 months) We Are Here
- 4. Mapping of School WIL processes Faculty of Humanities & Social Sciences (HASS) Faculty of Medicine & Biomedical Sciences (M+BS) Faculty of Health & Behavioural Sciences (HABS) Education ED1.0 Allocate places to students ED2.0 Complete placement ED3.0 Student visits Allocate facilitators to schools ED4.0 Teacher makes a claim Manage at risk students EXTERNAL Journalism & Communication Manage at risk students JC3..0 Student activity log/ reflection JC2.0 Create and maintain a virtual portfolio JC1.0 Places allocated to students (Journalism) Students find own placements (communication) Coordinate Student/ industry Social Events SDL English, Media Studies & Art History Student contributes to exhibition EMA2.0 Peer & Self Assessment EMA1.0 Complete projects (literature) EMA3.0 Complete Internship (Curator) Alumni Book Sale Publish exemplary work (AUSTLIT) SDL EXTERNAL Social Science Manage at risk students SS2.0 Student diary/ reflection SS1.0 Places allocated to students Find places for students in organisations Students find own placements SS3.0 Project/ Research work REQUIREMENT SDL Medicine Med1.0 Match students to places using SINET Med7.0 Student Assessments Med6.0 Reconcile timesheets Med4.0 Record of competency Med2.0 Complete Research Manage at risk students Track attendance at lectures SDL Med5.0 Record treatments in Log Book Med3.0 Clinical Placement External REQUIREMENT External Pop Health Source placements Pop2.0 Match students to places Manage at risk students Pop1.0 Prepare CV Apply for jobs G1.0 Complete timesheets Pop5.0 Sign Placement Agreement Pop3.0 Complete work experience Pop4.0 Complete assessment EXTERNAL REQUIREMENT Human Movement & Nutrition Sciences HMS1.0 Find placements for students Create a portfolio (CV & skills evidence) G5.0 Student completes timesheet HMS3.0 Students assessment Manage at risk students HMS3..0 Student completes placement Clinical Educators Pay claim HMS4..0 Volunteer Work HMS2.0 Allocate places to students REQUIREMENT EXTERNAL EXTERNAL HMS6.0 Students Reflection SDL Pharmacy P5.0 Places allocated to students Manage at risk students P1.0 Practicum P3.0 Reflective diary entries EXTERNAL P4.0 Record developing skills P2.0 Research REQUIREMENTSDL EXTERNAL Health & Rehabilitation Sciences SHRS 1.0 Source places for students SHRS2.0 Allocate places to students SHRS3.0 Student completes time sheet Manage at risk students SHRS5.0 Students assessments G5.0 Support struggling students SHRS4.0 Occupational Therapy reflections Collect feedback about students EXTERNAL SDL REQUIREMENT Psychology Psy2.0 On-board new students Psy1.0 Manage the placement component of admissions Psy5.0 Placement start up process Psy4.0 Business Development & Relationship Management Psy6.0 Teaching, Assessment & supervision of students Develop/ update handbooks & the ECP Psy7.0 Student Assessments Manage at risk students Psy3.0 Matching students to placements Psy8.0 Mid year/ final assessment Review & Grade Psy9.0 End of placement EXTERNAL SDLREQUIREMENT Dentistry D1.0 Distribute placement list D2.0 Places allocated to students D3.0 Students complete log book Complete Report on Supervisors D4.0 Placement visit Manage at risk students Log book submitted for review Prepare final Report on how the Clinic works G2.0 Documentatio n request Prepare Final Case Report SDL Prepare Final Reflection on what they achieved Prepare Summary of Patient Treatment EXTERNAL Nursing and Midwifery Students find 20 women to work with G1.0 Timesheet visits N1.0 Places allocated to students Review & grade Manage at risk students M2.0 Collect feedback from the 20 women G5.0 Support struggling students Post Grad nursing find their own places M1.0 Continuity of care SDL N&M1.0 Complete Competency Standard EXTERNAL REQUIREMENT Counselling, Social Work & Human Services SW1.0 Matching Students to Agencies SW2.0 Agencies interview students SW3.0 Student undertakes placement UQ Staff collect, collate and file records G1.0 Student completes timesheet SW5.0 Generate reports Professional Practice Assessment Manage at risk students SW6.0 Student Assessments EXTERNAL REQUIREMENT SW4.0 Student work diary/reflection SDL History, Philosophy, Religion & Classics Hist1.0 Find projects for students Hist3..0 Student project diary/ testimonial Anch4.0 Study Tour Hist2.0 Student completes practical Anch5.0 Field School Manage at risk students SDLREQUIREMENT SDLSDL Understand: What How Why Pain Points
- 6. The System Functional Requirements Record/Maintain Students Prerequisites Must Should Could Compulsory documents management/record (e.g. blue card, immunisation) Additional documents management/record (e.g. First Aid) Pre-requisite checklist Courses completed Placements, Allocation & Management Must Should Could Location management/record Supervisors management/record Student matching (auto, random, manual, self) Supervisor to student management/record UQ staff notes Record of Attendance Must Should Could Timesheets (hrs, days, events) Comments Verification Interface Must Should Could Interface with university systems (e.g. Si-Net, Blackboard, Data Warehouse) Student Virtual Portfolio Must Should Could Online CV Completed courses Achievements Student work/evidence repository Employee search Record of Learning Must Should Could Learning progression (matrix/progress/dashboard) Reflective entry Learning attributes (competency/standard/skills) Supervisor comment/feedback Course Coordinator comment/feedback Timestamps Marking/Grading School verification or authorisation for release Output/Export System Administration Tools Must Should Could Login with UQ credentials External user access User role management Communication (e.g. contact supervisor) Calendar (scheduling) Business friendly tool to create pedagogy (teaching/assessment planning) Archive Reporting Must Should Could By period By absentees By semester By Course By student By learning attributes Custom filters Various export formats (e.g. pdf, Excel) Student progress monitor and admin Student pre-placement forms monitor and admin Student learning progression Non-functional Requirements Must Should Could Addresses Business drivers Technical risk Supportable Time to implement
- 9. With all that in mind We started the search of a suitable ePortfolio system to meet Faculty and students’ needs… Record/Maintain Students Prerequisites Must Should Could Compulsory documents management/record (e.g. blue card, immunisation) Additional documents management/record (e.g. First Aid) Pre-requisite checklist Courses completed Placements, Allocation & Management Must Should Could Location management/record Supervisors management/record Student matching (auto, random, manual, self) Supervisor to student management/record UQ staff notes Record of Attendance Must Should Could Timesheets (hrs, days, events) Comments Verification Interface Must Should Could Interface with university systems (e.g. Si-Net, Blackboard, Data Warehouse) Student Virtual Portfolio Must Should Could Online CV Completed courses Achievements Student work/evidence repository Employee search Record of Learning Must Should Could Learning progression (matrix/progress/dashboard) Reflective entry Learning attributes (competency/standard/skills) Supervisor comment/feedback Course Coordinator comment/feedback Timestamps Marking/Grading School verification or authorisation for release Output/Export System Administration Tools Must Should Could Login with UQ credentials External user access User role management Communication (e.g. contact supervisor) Calendar (scheduling) Business friendly tool to create pedagogy (teaching/assessment planning) Archive Reporting Must Should Could By period By absentees By semester By Course By student By learning attributes Custom filters Various export formats (e.g. pdf, Excel) Student progress monitor and admin Student pre-placement forms monitor and admin Student learning progression Non-functional Requirements Must Should Could Addresses Business drivers Technical risk Supportable Time to implement
- 10. ePortfolio System Selection Market Scan = 35 Solutions Chalk & Wire MyKnowledgeMap PebblePad Round 2 Shortlist = Top 3 Solutions Round 1 Shortlist = Top 12 Solutions
- 11. Product and User Testing • Staff testing, product preference 0 2 4 6 8 10 12 14 16 1. Easy to add learning attributes/standards,… 2. Easy opportunities for students to reflect… 3. Facilitates internal, external and peer… 4. Ease in providing instructions for students 5. Easy for students to attach evidence to… 6. Easy to generate/add custom content 7. Easy to generate customised portfolio 8. Ease of use 9. Simplicity of data entry 10. Clarity and consistency of navigation 11. Ease of access (e.g. single sign-on, mobile… 12. Integration with Blackboard Respondents Rating (25/35) Requirement CW 60% 0 1 2 3 Student A Student B Student C Student D Student E Student F Rating (1= least preferred, 3 = most preferred) Student(x6) • Students testing, product preference
- 12. Links learning attributes to a range of activities and assessment Ticks off demonstrated competencies against accreditation standards Allows school to authorize the release of artefacts and portfolios Enables students have work repository and create folios Integration with Blackboard and ease of access Chalk & Wire
- 13. The Basics of Chalk & Wire
- 14. Hooray! We have a system!! End of Product Evaluation
- 15. The Product Pilot To Evaluate • System’s capacity and configurability • Data migration from bespoke systems • Suitability to UQ environment
- 16. Live Pilot 1: Pharmacy Placement PHRM3011: Quality Use of Medicines B1, Semester 1 (3rd year) Student Cohort: 300 (approx.) Course Coordinators: Dr Peter Moyle with 6 tutors Placement Coordinators: Ms Leigh McKauge External Stakeholder: 300+ community pharmacies ePortfolio Activities: • Confidentiality Agreement • Timesheet • 6 x weekly reflections • Student evidence of developing competency while on placement • Student performance assessment by external preceptors
- 17. Live Pilot2 : Education Reflect & Presentation EDUC1049: Learning Tools for the 21st Century, Semester 1 (1st year) Student Cohort: 280 (approx.) Course Coordinator: Dr Chris Campbell with 8 tutors ePortfolio Activities: • 10 x Weekly in-class tutorial reflections • Student blog (Presentation) Assignment: “Evaluation of technology in education”
- 18. Where we are at … This semester: • Assessment mapping: collation of WIL activities, assessment and/or accreditation requirements, and marking criteria at program level • Configure ePortfolio system to program needs • Develop a series of user cases and examples • Establish training approach • Wider engagement across UQ
- 19. Realised Benefits • Flexible reflective, experiential and evidence-based learning • Ease of formative and external feedback • Ease for students to articulate their learning to professional bodies • Provide students ‘own repository’ to create personal presentation portfolio • Compliance and accountability for accreditation bodies • Environmental business efficiencies, minimize paper and manual processes
- 20. Contact Details Jessica Tsai eLearning Coordinator The University of Queensland Faculty of Health and Behavioural Sciences Email: j.tsai@uq.edu.au Dr. Christine Slade Lecturer in Higher Education The University of Queensland Institute for Teaching and Learning Innovation Email: c.slade@uq.edu.au
Editor's Notes
- Hello everyone, my name is Jessica Tsai Health Faculty eLearning Coordinator and with me the Project Learning Advisor Dr. Christine Slade. A bit of background, this project covers 3 faculties, 12 schools and around 35 programs using various ways to facilitate work-integrated learning.
- Currently we have: 3 existing in-house systems and various forms and spreadsheets Used by schools, students and external stakeholders. Management were concerned with the disparity of multiple platforms and ad-hoc methods and instigate the project in 2014 to have a single enterprise system that can cover the diverse needs.
- The project has 4 major milestones: - user needs analysis - product evaluation - the pilot and - the implementation We are currently 2-third into the pilot, with anticipated roll out in 2017. The approach was to start by identifying one suitable platform, and test its suitability within UQ environment.
- Firstly, the needs analysis, looked at school processes in Work-Integrated Learning: This let us understand the current state of WIL: - Schools involved - How they are doing it - Why they did it this way - Any paint points they have Around 60 business processes documented in this exercise.
- We also looked from student perspective, where learning artefacts can be documented. We identified 3 areas where we can capture student performance. - While students on placement - As part of course assessments and - As well as extra curricular, for example scholarships or study abroad.
- We then created the system functional requirements by identifying main tasks and key activities from schools and students needs. The requirements were reviewed and prioritized by the steering committee. And this became our evaluation criteria for the product selection.
- Further look into the purpose for each activities, we categorized them into 3 key groups: - placement administration - virtual portfolio and - record of learning management. This provided the holistic view of what we are after. From here, we separated the Placement administration into another project.
- Why? When we look the target users, it’s for students: - To record and store artefacts and - To reflect and articulate learning, skills and abilities And for school to mentor and direct student learning and development. Also, ultimately, for both school and student to have a collection of learning evidence against WIL that is portable.
- With all that in mind, we ended the needs analysis. And started the search for a suitable ePortfolio system that can meet our needs and requirements. By this time, we have: - A framework of what we are after and - The prioritized functional requirements as our product evaluation criteria.
- Firstly, we did a market scan. We identified 35 potential products and shortlisted down to 12 based on the details available online. With the top 12, we provided our requirements to the vendors and requested response of how they will be able to meet our needs. We THEN shortlisted down to the top 3 products based on the responses provided.
- Next, the product and user testing. We requested the top 3 vendors to provide us with a product demo and a test environment. Feedbacks from the demos and several test sessions with staff and students were gathered. And here is a quick overview of the product preferences.
- Chalk & Wire came up to be the top from the feedback, general comments were: - Liked the flexibility in linking assessments to program learning outcomes. - Liked the enhanced privacy to prevent student releasing sensitive content to public. - And liked the ability to setup direct access to a specific ePortfolio assessment from Blackboard.
- A quick overview on how things work in Chalk & Wire: - Student can create own personal portfolios that showcase or present their skills, abilities and achievements. - School can create learning portfolio for students, providing instructions for students to demonstrate certain skills or abilities. - And easy assess for external to provide feedback to students online.
- It has taken us 12 months to come this far: - Analyzed school and student needs - Established a framework and requirements - And chosen one product that potentially can meet our needs. Recommendation were made to the management around November last year and we gone straight into the pilot mode
- This year we are: - Testing and evaluating product suitability to the UQ environment. - Engage schools and students to build the knowledge and sense of ownership. - Also started investigating data migration from the existing systems.
- So in Semester 1, we went live with 2 courses, one in Pharmacy, with 300 students, doing placement at community pharmacies over 6 weeks. And these are the tasks students need to complete, and what the new ePortfolio system need to deliver. Feedback from school and students were positive and they have continue the use in Semester 2.
- Another live pilot was implemented in an Education course. This pilot focused more on learning reflections and students presenting their evaluation of current education technology as a blog assignment. The student reflections were completed in tutorials and enables tutors to address students questions directly in class.
- And this semester, we are working closely with a few program leads and the vendor to align the pedagogical, functional and technical needs in the new ePortfolio system. We are currently running a series of assessment mapping workshops for the system setups. These will become our user cases that we can use when we go for the wider engagement across UQ.
- And finally, just want to quickly highlight on a few realised benefits, the ePortfolio system: - Enables schools and students to store validated evidence and articulate learning to professional bodies. - Students can create folio to self promote their strength to potential employers. - Robust reporting and analytics for school accreditations and review.
- Thank you for your attention, here is our contact details, please feel free to contact Christine or me if you would like more information on the project.