ePortfolios For UTT
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  • 1. • Catherine Paul, Community of Practice Facilitator – Office of Learning Technology • Emily Renoe, Office of Learning Technology, UBC University of British Columbia (UBC) - Introduction to ePortfolios
  • 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. Challenges during pilot • technology (no one size fits all!) • sustained support • add-on rather than integration • increased workload for instructors and students
  • 8. 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
  • 9. Tools • Social Networking Software (Facebook, Ning, Prezi) • Weblogs • Wikis • Carnegie's KEEP Toolkit • Google Sites
  • 10. ePortfolio examples Using WordPress: http://blogs.ubc.ca/egan/ http://efolio.educ.ubc.ca/maribeth/ WordPress is an open source blog publishing application; it lets you create your own web space. Keep Toolkit UBC examples: http://gallery.carnegiefoundation.org/gallery_of_tl/effectively_re presenting_educational_experience.html Keep Tool Kit: • http://www.cfkeep.org/html/stitch.php? s=2814408673732&id=94404660812025 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
  • 11. More examples Use of a wiki: http://cis.apsc.ubc.ca/wiki/index.php/Jim_Sibley_Portfolio LaGuardia Community College gallery of examples: http://www.eportfolio.lagcc.cuny.edu/advanced_gallery.html San Francisco State University gallery: http://eportfolio.sfsu.edu • http://rachelpoulain.sfsu.efolioworld.com/ • http://pedroarista.sfsu1.efolioworld.com/ • http://userwww.sfsu.edu/~wwong21/ Google Sites: http://sites.google.com/site/eportfolios/ Prezi: http://prezi.com/3835
  • 12. Examples from UBC community o Faculty of Education o slides to follow o Faculty of Nursing o slides to follow
  • 13. Examples from UBC community o 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: o 1) an ePortfolio experience is valuable for learning operative dentistry o 2) an ePortfolio is time-consuming, but overall a useful experience o 3) ePortfolio learning requires technical skills that are manageable o 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. o Future studies are needed to validate or revise the four-factor model of ePortfolio learning in different student cohorts.
  • 14. 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
  • 15. • 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.
  • 16. • Coordinator, Special Projects o Anne Scholefield anne.scholefield@ubc.ca
  • 17. 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
  • 18. 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
  • 19. PeP Components
  • 20. Faculty Design Contacts Undergraduate Nursing (BSN) • Dr Bernie Garrett bernie.garrett@nursing.ubc.ca • Cathryn Jackson cathryn.jackson@nursing.ubc.ca • Dr Maura Macphee Nurse Practitioner (MSN-NP) • Gloria Joachim • Barbara Boyle
  • 21. 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?
  • 22. Sustaining community • Figure: Cambridge, et al • foster collaborative projects; (2005) components that make • send people to events; builds up the iterative ‘rhythm’ of a prestige and encourages these community members to give back to community • don’t forget the important role of coordinator
  • 23. Hands-on Activities • Go to wordpress.com • Create an account – use an email account you can access during this session.
  • 24. Resources • Online tutorials http://blogs.ubc.ca/eportfolio02 More are here: http://tv.wordpress.com
  • 25. Resources **New online presence currently under construction! • General UBC ePortfolio info o https://www.elearning.ubc.ca - click on ePortfolio • WordPress support: o http://blogs.ubc.ca/eportfolio02/ • Examples in this session: o Education Portfolio site: http://efolio.educ.ubc.ca/cpaul/efolio-support/ o General Context: http://efolio.educ.ubc.ca/whyandhow/ • Teaching Portfolios: o http://www.tag.ubc.ca/resources/teachingportfolios/
  • 26. 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
  • 27. Contact information Catherine Paul, UBC catherine.paul@ubc.ca Twitter catherinepaul Facebook: catherine.paul@gmail.com Emily Renoe, UBC emily.renoe@ubc.ca Twitter: emilyr Facebook: emily renoe http://wiki.ubc.ca/EmergingTech
  • 28. Contact information Twitter: emilyr catherinepaul Facebook: erenoe catherine.paul