ePortfolios: Scaffolding
for Learning
Susan Main, Ruth Sibson, Katrina Strampel
Edith Cowan University
Overview

•
•
•
•
•
•
•
•

Getting to know each other
Designing ePortfolio use
Scaffolding across a course
Small group act...
As a teacher, student, or professional
University

Personal life

Career
Designing ePortfolio use

• Tips for enhancing effectiveness and
learner satisfaction:
– design as a team
– know what you ...
A skills framework example
Level of skills development across the curriculum
Students demonstrate
writing that is clear,
w...
The Outcome Framework
Skill

Level of skills development across the
course
Beginning (1st yr)
Developing (2nd yr)

Advance...
Small group activity

• In your table groups, design an
appropriate ePortfolio assessment item for
the learning outcome/s ...
Show examples
• Support resources (workbooks, help in an
ePortfolio, training, student support, etc. )
• First year throug...
Resume small group activity

• Continue working on workshop task
– If you have extra time, document ideas for
scaffolding ...
Small group presentation

• Present your assessment item to the rest
of the group. Explain why you think this is
appropria...
Wrap-up

• Our research
• Sharing the activities
• Questions?
– Susan: s.main@ecu.edu.au
– Ruth: r.sibson@ecu.edu.au
– Kat...
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  • Susan main -scaffolding for learning workshop

    1. 1. ePortfolios: Scaffolding for Learning Susan Main, Ruth Sibson, Katrina Strampel Edith Cowan University
    2. 2. Overview • • • • • • • • Getting to know each other Designing ePortfolio use Scaffolding across a course Small group activity Showcase our examples Small group activity Whole group activity Using the tools
    3. 3. As a teacher, student, or professional University Personal life Career
    4. 4. Designing ePortfolio use • Tips for enhancing effectiveness and learner satisfaction: – design as a team – know what you want to assess – ensure scaffolding activities are applicable and timely – provide formative feedback – be flexible and plan for challenges – create and provide useful resources – ensure the technology is a value-add – embed in the curriculum – motivate your students to engage in lifewide
    5. 5. A skills framework example Level of skills development across the curriculum Students demonstrate writing that is clear, well structured and appropriate to audience and purpose Demonstrate and reflect on a limited range of basic writing concepts and skills within an area of study with extensive structured guidance Demonstrate and reflect on a moderate range of competent writing concepts and skills within an area of study with limited structured guidance Demonstrate and reflect on an extensive range of advance writing concepts and skills within and beyond the area of study with little or no guidance Demonstrate and reflect on a comprehensive range of professional writing concepts and skills in professional contexts with no structured guidance Students give oral presentations that are clear, well structured and appropriate to audience and purpose Demonstrate and reflect on a limited range of basic speaking and presenting concepts and skills within an area of study with extensive structured guidance Demonstrate and reflect on a moderate range of competent speaking and presenting concepts and skills within an area of study with limited structured guidance Demonstrate and reflect on an extensive range of advanced speaking and presenting concepts and skills within and beyond the area of study with little or no structured guidance Demonstrate and reflect on a comprehensive range of professional speaking and presenting concepts and skills in professional contexts with no structured guidance Students demonstrate critical information literacy skills that are appropriate to context Demonstrate and reflect on a limited range of basic critical information literacy concepts and skills within nan area of study with extensive structured guidance Demonstrate and reflect on a moderate range of competent critical information literacy concepts and skills within an area of study with limited structured guidance Demonstrate and reflect on an extensive range of advance d critical information literacy concepts and skills within and beyond the area of study with little or no structured guidance Demonstrate and reflect on a comprehensive range of professional critical information literacy concepts and skills in professional context with no structured guidance Students demonstrate interpersonal skills (e.g. listening attentively, negotiating) that are sensitive and appropriate to the context Demonstrate and reflect on a limited range of basic interpersonal concepts and skills within an area of study with extensive structured guidance Demonstrate and reflect on a moderate range of competent interpersonal concepts and skills within an area of study with limited structured guidance Demonstrate and reflect on an extensive range of advanced interpersonal concepts and within and beyond the area of study with little or no structured guidance Demonstrate and reflect on a comprehensive range of professional interpersonal concepts and skills in professional contexts with no structured guidance UWA Curriculum Skills Framework (2009)
    6. 6. The Outcome Framework Skill Level of skills development across the course Beginning (1st yr) Developing (2nd yr) Advanced (3rd yr) Communication Communicate Skills clearly in both written and oral formats, using technology. Communicate and convey discipline knowledge or ideas clearly in both written and oral formats, using different forms of technology. Communicate and convey discipline knowledge, ideas or generate advice clearly in both written and oral formats, demonstrating innovative use of technology. Reflective thinking skills Reflect on and analyse personal practices and performance feedback to identify opportunities for learning in the context of employment and life. Use reflection and evaluation of personal practices and performance feedback to produce changes to practice in the context of employment and life. Reflect on personal practices in order to understand and identify opportunities for learning in the context of employment and/or life.
    7. 7. Small group activity • In your table groups, design an appropriate ePortfolio assessment item for the learning outcome/s applicable to your year (1st yr discipline core, 2nd yr discipline core, 2nd year WIL, 3rd yr capstone) – Think about the things we’ve just discussed (e.g. designing ePortfolio use) – Complete the workshop task questions to guide you with your design – Be ready to share your ideas with the whole group at the end of the activity
    8. 8. Show examples • Support resources (workbooks, help in an ePortfolio, training, student support, etc. ) • First year through end of course experience • Course learning outcomes related to professional competencies • Work-integrated learning and employability
    9. 9. Resume small group activity • Continue working on workshop task – If you have extra time, document ideas for scaffolding activities that will lead up to the final assessment task
    10. 10. Small group presentation • Present your assessment item to the rest of the group. Explain why you think this is appropriate for the year level. • Whole group discussion: Are these activities scaffolded?
    11. 11. Wrap-up • Our research • Sharing the activities • Questions? – Susan: s.main@ecu.edu.au – Ruth: r.sibson@ecu.edu.au – Katrina: k.strampel@ecu.edu.au Thank you!

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