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E-portfolios: A tool for facilitating stakeholder
investment in Field Education
Tracey Dickinson, Jo Mensinga & Sandra Croaker
James Cook University, Dept of Social Work
INTRODUCTION

RESEARCH METHODS

CONCLUSIONS

During 2012, Lecturer Jo Mensinga,
Associate
Lecturers
Tracey
Dickinson and Sandra Croaker
engaged
with
James
Cook
University (JCU) Social Work Field
education stakeholders to develop
an e-portfolio for field placement
student
assessment.
The
PebblePad+ e-portfolio assessment
tool was implemented into the JCU
Social
Work
Field
Education
curriculum in Semester 1, 2013.

The project design was informed by Action Research methodology of
planning, acting and reviewing (Dick, 1993) and the social work
professional “belief in collaboration as the cornerstone of effective
practice” (Australian Association of Social Workers, 2010, p9).

The initial project plan was to have
periodic
and
formalized
interaction with stakeholders to
inform and evaluate the ePortfolio
assessment tool. Collating the
evaluation data highlighted that
the action research methodology
facilitated the engagement with
stakeholders
throughout the
project.

A community development and action
research process informed the
project design of engaging with
stakeholders to direct and evaluate
the project.

Participants included students, field educators, task supervisors, liaison
staff and James Cook University Dept of Social Work staff.
Researchers explored the following 3 questions with stakeholders in the
design and evaluation stages of the project:
• What is good about the current Assessment tool?
• What is cumbersome about the current Assessment tool?
• How would you change the current Assessment tool?
Data Collection Methods included workshops, field education meetings,
Dept meetings, email and one-on-one interviews.

EVALUATION
The evaluation identifies the benefits
and challenges of implementing a
new technology learning platform
within social work field education.
Ongoing stakeholder involvement in
the project was integral to the
continued development of the eportfolio to meet the diverse
objectives of a learning and
assessment tool.

Stakeholder investment in the
implementation of ePortfolio into
the JCU Social Work Field
Education
curriculum
has
facilitated the change in culture
needed to successfully implement
e-portfolios (Swigonski, Ward,
Mama, Rodgers & Belicose, 2006)
by
developing
a
common
language,
understanding
of
stakeholder capacity to engage,
understanding of each other’s
goals for the project, and become
a process of education (Sheil,
2003).

PROJECT OBJECTIVES
Aim:
James Cook University Social Work
Field
education
stakeholders
collaboratively
develop an eportfolio assessment tool that
directs and evaluates student
learning on Field Placement.
Objectives:
Support student evaluation to meet
AASW practice standards and JCU
goals
Enhance student reflective learning
skills
Facilitate
Field
Education
stakeholder communication
Demonstrate student understanding
and provide evidence of linking
theory to practice
Provide a Career guidance tool
Facilitate effective and efficient
Field Education processes for
consistent and evidence based
Assessment.
Encourage student participation in
directing their own learning
Increase student and stakeholders
knowledge and skills in engaging
with new Technologies

RESEARCH POSTER PRESENTATION DESIGN © © 2012
RESEARCH POSTER PRESENTATION DESIGN 2012

www.PosterPresentations.com
www.PosterPresentations.com

The ePortfolio assessment tool and
implementation process evolved in
response to stakeholder feedback.
Assessment templates, training
resources and delivery were
adapted to address inadequacies
within the initial project plan and
ePortfolio design. The ePortfolio
platform was able to support ‘live’
updates to existing templates
which stakeholders evaluated.
AND the Action Research cycle
continued….planning, acting and
reviewing (Dick, 1993).

Stakeholders continue to provide
feedback and engage in training to
explore the potential of ePortfolio
in the JCU Social Work Field
Education programme alongside
other subjects within the degree.

REFERENCES

CONTACT
TRACEY DICKINSON
ASSOCIATE LECTURER IN SOCIAL WORK FIELD EDUCATION
JAMES COOK UNIVERSITY
Tracey.dickinson1@jcu.edu.au
07 4042 1362

Australian Association of Workers (2010).
Code of ethics. Canberra, Australian:
Association of Social Workers.
Dick, B. (1993). You want to do an action
research thesis. Retrieved from
http://www.aral.com.au/resources/art
hesis.html
Sheil, H. (2000). Growing and learning in
rural communities: a training manual in
rural community development enabling
rural people to determin their own
futures. Churchill, Vic: Centre for Rural
Communities, Monash University.
Swigonski, M., Ward, K., Mama, R.,
Rodger, J. & Belicose, R. (2006). An
Agenda for the Future: Student
Portfolios in Social Work Education.
Social Work Education 25(8), 812-823.

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E-portfolios: A tool for facilitating stakeholder investment in Field Education

  • 1. E-portfolios: A tool for facilitating stakeholder investment in Field Education Tracey Dickinson, Jo Mensinga & Sandra Croaker James Cook University, Dept of Social Work INTRODUCTION RESEARCH METHODS CONCLUSIONS During 2012, Lecturer Jo Mensinga, Associate Lecturers Tracey Dickinson and Sandra Croaker engaged with James Cook University (JCU) Social Work Field education stakeholders to develop an e-portfolio for field placement student assessment. The PebblePad+ e-portfolio assessment tool was implemented into the JCU Social Work Field Education curriculum in Semester 1, 2013. The project design was informed by Action Research methodology of planning, acting and reviewing (Dick, 1993) and the social work professional “belief in collaboration as the cornerstone of effective practice” (Australian Association of Social Workers, 2010, p9). The initial project plan was to have periodic and formalized interaction with stakeholders to inform and evaluate the ePortfolio assessment tool. Collating the evaluation data highlighted that the action research methodology facilitated the engagement with stakeholders throughout the project. A community development and action research process informed the project design of engaging with stakeholders to direct and evaluate the project. Participants included students, field educators, task supervisors, liaison staff and James Cook University Dept of Social Work staff. Researchers explored the following 3 questions with stakeholders in the design and evaluation stages of the project: • What is good about the current Assessment tool? • What is cumbersome about the current Assessment tool? • How would you change the current Assessment tool? Data Collection Methods included workshops, field education meetings, Dept meetings, email and one-on-one interviews. EVALUATION The evaluation identifies the benefits and challenges of implementing a new technology learning platform within social work field education. Ongoing stakeholder involvement in the project was integral to the continued development of the eportfolio to meet the diverse objectives of a learning and assessment tool. Stakeholder investment in the implementation of ePortfolio into the JCU Social Work Field Education curriculum has facilitated the change in culture needed to successfully implement e-portfolios (Swigonski, Ward, Mama, Rodgers & Belicose, 2006) by developing a common language, understanding of stakeholder capacity to engage, understanding of each other’s goals for the project, and become a process of education (Sheil, 2003). PROJECT OBJECTIVES Aim: James Cook University Social Work Field education stakeholders collaboratively develop an eportfolio assessment tool that directs and evaluates student learning on Field Placement. Objectives: Support student evaluation to meet AASW practice standards and JCU goals Enhance student reflective learning skills Facilitate Field Education stakeholder communication Demonstrate student understanding and provide evidence of linking theory to practice Provide a Career guidance tool Facilitate effective and efficient Field Education processes for consistent and evidence based Assessment. Encourage student participation in directing their own learning Increase student and stakeholders knowledge and skills in engaging with new Technologies RESEARCH POSTER PRESENTATION DESIGN © © 2012 RESEARCH POSTER PRESENTATION DESIGN 2012 www.PosterPresentations.com www.PosterPresentations.com The ePortfolio assessment tool and implementation process evolved in response to stakeholder feedback. Assessment templates, training resources and delivery were adapted to address inadequacies within the initial project plan and ePortfolio design. The ePortfolio platform was able to support ‘live’ updates to existing templates which stakeholders evaluated. AND the Action Research cycle continued….planning, acting and reviewing (Dick, 1993). Stakeholders continue to provide feedback and engage in training to explore the potential of ePortfolio in the JCU Social Work Field Education programme alongside other subjects within the degree. REFERENCES CONTACT TRACEY DICKINSON ASSOCIATE LECTURER IN SOCIAL WORK FIELD EDUCATION JAMES COOK UNIVERSITY Tracey.dickinson1@jcu.edu.au 07 4042 1362 Australian Association of Workers (2010). Code of ethics. Canberra, Australian: Association of Social Workers. Dick, B. (1993). You want to do an action research thesis. Retrieved from http://www.aral.com.au/resources/art hesis.html Sheil, H. (2000). Growing and learning in rural communities: a training manual in rural community development enabling rural people to determin their own futures. Churchill, Vic: Centre for Rural Communities, Monash University. Swigonski, M., Ward, K., Mama, R., Rodger, J. & Belicose, R. (2006). An Agenda for the Future: Student Portfolios in Social Work Education. Social Work Education 25(8), 812-823.