The document discusses adopting e-portfolios as an assessment tool for a joint medical program between two universities. It summarizes a pilot project using e-portfolios and plans for a future trial with the full cohort. The pilot was informed by a theoretical framework and investigated available software and peer experiences. Student feedback from the pilot informed improvements for the next trial.
IEEE Educational Activities’ Pre-University Education Programs Muhammad Mustafa
This presentation gives a brief view about IEEE Educational Activities, as well as detailed information about the IEEE Pre-University Activities.
IEEE and the IEEE Educational Activities Board (EAB) are committed to providing quality educational resources for educators, parents, students, IEEE volunteers, and the public.
Interactive Learning through Hands-on Practice using Electronic Mini - Lab (E...Vikas Dongre
In this paper, a new approach to impart practical skill based technical education
is presented in comprehensive manner. An Electronic Mini-Lab (EML) is devised
containing basic design and test instruments with electronic components, ICs, connecting
wires and battery. Using the EML, students perform various formal and informal digital
and analog circuit practicals as well as design prototype of projects. This gives them a
hands-on experience, sense of belonging and sense of cooperation. The EML is useful for
performing many practicals of various subjects. The EML also reduces the workload of
college laboratories. Students have their own individual EML at their disposal anytime,
which can be used to design hobby projects as a fun too. This will make them skilled
engineers. This provides tremendous benefits in teaching learning process. It also boosted
the interest, confidence of students and teachers. Incorporating active/ cooperative learning
into traditional instruction can be a useful pedagogical tool to help students to perform
practicals and project work any time anywhere. This concept is remarkably simple and
cost effective but the dividends can be profound.
Presentation delivered by Prof. Saurabh Sinha, Director: Carl & Emily Fuchs Institute for Microelectronics, Dept.: Electrical, Electronic & Computer Eng., Univ. of Pretoria, South Africa
Date of presentation at the Lemon Tree Hotel, HITEC City, Hyderabad, India - 2 Dec. 2012
IEEE Educational Activities’ Pre-University Education Programs Muhammad Mustafa
This presentation gives a brief view about IEEE Educational Activities, as well as detailed information about the IEEE Pre-University Activities.
IEEE and the IEEE Educational Activities Board (EAB) are committed to providing quality educational resources for educators, parents, students, IEEE volunteers, and the public.
Interactive Learning through Hands-on Practice using Electronic Mini - Lab (E...Vikas Dongre
In this paper, a new approach to impart practical skill based technical education
is presented in comprehensive manner. An Electronic Mini-Lab (EML) is devised
containing basic design and test instruments with electronic components, ICs, connecting
wires and battery. Using the EML, students perform various formal and informal digital
and analog circuit practicals as well as design prototype of projects. This gives them a
hands-on experience, sense of belonging and sense of cooperation. The EML is useful for
performing many practicals of various subjects. The EML also reduces the workload of
college laboratories. Students have their own individual EML at their disposal anytime,
which can be used to design hobby projects as a fun too. This will make them skilled
engineers. This provides tremendous benefits in teaching learning process. It also boosted
the interest, confidence of students and teachers. Incorporating active/ cooperative learning
into traditional instruction can be a useful pedagogical tool to help students to perform
practicals and project work any time anywhere. This concept is remarkably simple and
cost effective but the dividends can be profound.
Presentation delivered by Prof. Saurabh Sinha, Director: Carl & Emily Fuchs Institute for Microelectronics, Dept.: Electrical, Electronic & Computer Eng., Univ. of Pretoria, South Africa
Date of presentation at the Lemon Tree Hotel, HITEC City, Hyderabad, India - 2 Dec. 2012
Presentation of the PhD Thesis "Fostering Experimental Competences Using Complementary Resources". Natercia Lima.
DIrectors:
- Professor Maria Clara Neves Cabral da Silva Moreira Viegas
- Professor Francisco José García Peñalvo
To investigate master’s program content related to construction of electronic portfolios in an online Educational Technology Leadership (ETL) master’s program and potential transference of
concepts to PK-12 classrooms.
Veugelers Chen implementing eportfolios: an international perspective on chal...Marij Veugelers
An global wide overview of the various factors that influence the implementation of ePortfolios in higher education, by the community managers eportfolio expert groups in the USA and NL
Using the D2L ePortfolio Tool as a High Impact PracticeD2L Barry
Presentation at 2019 D2L Connection at Normandale CC on April 5, 2019
Using the D2L ePortfolio Tool as a High Impact Practice- Kelly LaVenture, Bemidji State University and Katie Subra Winona State University
Presentation delivered by Lisa Gray, programme manager with JISC to the JISC Netskills workshop on Effective Practice with e-Portfolios on 24th June 2010
North East regional collaboration for personalised, work-based, and life-long...JISC Netskills
Simon Cotterill from Newcastle University dicsusses the use of the ePET e-portfolio system in the EPICS-2 project to provide North East regional collaboration for personalised, work-based, and life-long learning.
Presented at the Association for Learning Technology Conference (ALT C) "In dreams begins responsibility" ‐ choice, evidence, and change. Manchester, UK, 8 -10 September 2009.
Presentation of the PhD Thesis "Fostering Experimental Competences Using Complementary Resources". Natercia Lima.
DIrectors:
- Professor Maria Clara Neves Cabral da Silva Moreira Viegas
- Professor Francisco José García Peñalvo
To investigate master’s program content related to construction of electronic portfolios in an online Educational Technology Leadership (ETL) master’s program and potential transference of
concepts to PK-12 classrooms.
Veugelers Chen implementing eportfolios: an international perspective on chal...Marij Veugelers
An global wide overview of the various factors that influence the implementation of ePortfolios in higher education, by the community managers eportfolio expert groups in the USA and NL
Using the D2L ePortfolio Tool as a High Impact PracticeD2L Barry
Presentation at 2019 D2L Connection at Normandale CC on April 5, 2019
Using the D2L ePortfolio Tool as a High Impact Practice- Kelly LaVenture, Bemidji State University and Katie Subra Winona State University
Presentation delivered by Lisa Gray, programme manager with JISC to the JISC Netskills workshop on Effective Practice with e-Portfolios on 24th June 2010
North East regional collaboration for personalised, work-based, and life-long...JISC Netskills
Simon Cotterill from Newcastle University dicsusses the use of the ePET e-portfolio system in the EPICS-2 project to provide North East regional collaboration for personalised, work-based, and life-long learning.
Presented at the Association for Learning Technology Conference (ALT C) "In dreams begins responsibility" ‐ choice, evidence, and change. Manchester, UK, 8 -10 September 2009.
Reimagining student learning journey with ePortfolios Panos Vlachopoulos Arda...ePortfolios Australia
https://mqoutlook-my.sharepoint.com/personal/arda_tezcan_mq_edu_au/_layouts/15/onedrive.aspx?id=%2Fpersonal%2Farda%5Ftezcan%5Fmq%5Fedu%5Fau%2FDocuments%2FePortfolio%2FePortfolios%20Australia%2020x20&originalPath=aHR0cHM6Ly9tcW91dGxvb2stbXkuc2hhcmVwb2ludC5jb20vOmY6L2cvcGVyc29uYWwvYXJkYV90ZXpjYW5fbXFfZWR1X2F1L0VwMF9KYWRjc3NKR3FmV0dxYlRPV0NzQkVKNGlucnFPZEpibkMxY1p2WVFXMmc%5FcnRpbWU9aFd6eDlXdVQyVWc
Eportfolio is an integral part of the implementation of Macquarie University’s award-winning Bachelor of Arts (BA) Transferable Skills Framework (TSF). BA students can directly correlate their academic work to real job requirements - connecting their learning (both inside and outside of the classroom) with career opportunities. The TSF is designed to make explicit connections between coursework and employability skills, assisting students in recognising the capabilities they gain during their educational journey. The ePortfolio tool is intertwined with the coursework, where students can curate a digital showcase of their curricular and other achievements, projects, and competencies. This presentation will narrate the story of integrating an ePortolio and associated pedagogy across the BA. The focus will be on the activities undertaken to ensure a programmatic implementation of an ePortfolio and the lessons learned from the first year of implementation.
The journey of implementing the right digital platform for a student-centred,...ePortfolios Australia
"Macquarie University worked with students, academics, and major industry partners including the NSW Government, Accenture, Hays, EY, Deloitte, Adobe, and CBA in reimagining the Bachelor of Arts degree which won the Employability Award at the Australian Financial Review (AFR) Higher Education Awards 2020. The outcome of this voyage resulted in the creation of an innovative, transformative, and capability-driven Transferable Skills Framework that is embodied in the curriculum by integrating lifelong learning aspects with a strong emphasis on pedagogy, employability, and digital fluency.
To deliver these aspects, the University conducted a comprehensive technology landscape assessment which followed an enterprise-level implementation of a digital ePortfolio platform. A digital ecosystem was established by amalgamating ePortfolio technology with education design and employability. In this panel session, the discussion will be centred around the critical aspects of implementing a befitting digital ePortfolio system and ways to leverage it in support of enhancing lifelong learning."
In my presentation I am going to talk about the importance of having an Eportfolio for IT students and IT graduates. The focus is mainly on using GitHub as a platform for IT students to build their portfolio efficiently to present what they are good at to potential employers. In this presentation I will talk about how recruiters target specific candidates on GitHub. Also, there will be a comparison between Graduates GitHub’s portfolios and those who are stablished in their careers. Also, will provide some examples of how students or recent graduates can showcase their understanding of particular topics, or their interest in a particular field to make it as easy as possible for their prospective employers to understand their areas of expertise.
A reflective look back at the first 9 Eportfolio Forums - Key themes and topi...ePortfolios Australia
This will be the 10th Eportfolio Forum. This key milestone provides an opportunity to review what the key themes and topics have been over the previous nine Forums to determine what activities have dominated eportfolio practice, and how that might influence the future of eportfolio practice.
Digital Ethics Principles in ePortfolios: Version 2: Resource development by ...ePortfolios Australia
The Digital Ethics ePortfolio Task Force for the Association for Authentic, Experiential, & Evidence-Based Learning (AAEEBL) continued to bring together international ePortfolio scholars and practitioners to establish research-based digital practices for ePortfolio stakeholders, including institutions, students, educators, and administrators. Phase one developed an online interactive resource, Digital Ethics Principles in ePortfolios: Version 1, which outlines strategies, scenarios, and resources around ten principles. This second iteration adds additional principles related to ePortfolio evaluation practices; practices that encourage diversity, equity, inclusion, and belonging; and visibility of labour. In Digital Ethics Principles in ePortfolios: Version 2, revisions to the original ten principles integrate information regarding eProfessionalism and legal issues that can intersect with ePortfolio practice. The original online visual interface has also been upgraded. This expanded version of the principles document continues to articulate explicit and applicable practices relevant to ePortfolio creators, educators, platform creators, and administrators of programs and institutions with ePortfolio requirements.
An exploration of third year BA Culinary and Gastronomic Science student expe...ePortfolios Australia
The benefits of reflective practice and eportfolio based learning are widely acknowledged in the literature, however, little work has evaluated its impact vis-à-vis a Culinary Arts curriculum. Therefore, the aim of this study was to explore third year BA Culinary and Gastronomic Science student experiences of developing a reflective practice eportfolio at Galway-Mayo Institute of Technology. A mixed method approach, using convenience sampling was implemented. Semi-structured interviews were held with experts in the field of eportfolio based learning and reflective practice in Ireland. Participants were voluntarily surveyed, to gather information on their experiences of developing a reflective practice eportfolio. The results highlighted tangible opportunities and barriers for undertaking a reflective practice eportfolio for the participants. Eportfolio based learning is rooted in a complex pedagogy, and its potential can only be realised if the processes underlying reflective practice are properly understood by all stakeholders. It’s imperative that the purpose of the reflective practice eportfolio is clearly defined, requirements are communicated, digital capabilities are measured. and training is delivered, rubrics are created, exemplars are shared, and support is provided, in order for it to be successfully adopted. Positive results depends on successful implementation.
Digital ethics and portfolios: What's next? Kristina Hoeppner Megan Haskins ePortfolios Australia
Over the last two years, the AAEEBL Digital Ethics Task Force explored principles of digital ethics and how they relate to portfolio work and can be integrated into portfolios. In this conversation, the Task Force wants to explore with participants what practical implementations of the principles can look like, discuss possible research topics and collaborations, and where to go next with this topic. Establishing the principles was the first step in an effort to raise awareness about digital ethics in portfolios and support students, academics, researchers, staff, institutions, and also portfolio platform creators to come together, discuss often difficult topics around digital ethics, and how to improve on our current practices.
Eportfolios through the lenses of diversity, equity, inclusion, belonging, an...ePortfolios Australia
In 2020/21, the AAEEBL Digital Ethics Task Force investigated three new principles: Visibility of Labour, Evaluation, and Diversity, Equity, Inclusion, Belonging, and Decolonisation (DEIBD). In this short presentation, we will introduce Forum participants to the DEIBD principle and strategies that can be employed when working with portfolios to improve the experience of students. The strategies provide practical suggestions around the five concepts held within DEIBD and relate them to portfolio work.
Assessment and Feedback Using ePortfolios: Shifting to a New Paradigm of Prac...ePortfolios Australia
ePortfolio practice focuses on reflective pedagogies and iterative submissions of student assessment responses. Students are encouraged to store learnings in their ePortfolio to showcase their strengths to different audiences. Innovations in practice come and go depending on buy-in and resource allocation. Once again, the world is significantly changing and the ‘new’ future of post COVID-19 remains ambiguous. In this paper, we propose a paradigm shift that facilitates a dialogic process around the collection of feedback a student receives in their ePortfolio. The design of an assessment regime sets the stage for active student participation in curating their individual feedback from self, peers, educators or industry. The aim of this process is for students to get a personalised reconstruction of their learning progress, through collaborative and social learning opportunities. In this paper we will offer further explanation of how this paradigm impacts practice in today’s digital era.
An overview of the work and activities of Eportfolio Ireland (a professional learning community for eportfolio practitioners) over the COVID-19 crisis. We will highlight activities with institutions and organisations, the focus of our webinars, and key features from the The Irish Journal of Technology Enhanced Learning special issue, edited by Eportfolio Ireland.
An emerging approach to Prior Learning Assessment and RecognitionePortfolios Australia
Serge Ravet shares the work being done for the renewal of the French version of Prior Learning Assessment and Recognition (Validation des Acquis de l’Expérience – VAE) and about ePIC 2021, the 19th International Conference on Open Education and Open Recognition technologies and practices
SLICCs – A flexible framework to deliver reflective experiential learning and...ePortfolios Australia
Student-Led, Individually-Created Courses (SLICCs) are a scalable and flexible experiential learning and assessment framework using an e-portfolio, awarding academic credit for experiential learning. The framework is based on five learning outcomes that students contextualise for themselves, with support from within the framework and feedback from faculty. These learning outcomes are stratified across the academic levels, through pre-honours, honours, masters, to professional doctorate. The framework provides the flexibility for faculty to offer boundaries to the learning experience, or for students to entirely define their own experience, bringing the extra-curricular into the formal curriculum. SLICCs are supported by a small team, and a comprehensive array of resources for students, tutors, faculty and administrators (more information available at http://www.ed.ac.uk/sliccs). SLICCs are now becoming well-established across the University of Edinburgh, with more than 20 courses using the framework, and there is increasing interest from other institutions in viewing and adopting the approach.
The 2021 Eportfolio Shark Tank allowed people within the eportfolio community to input from expert Eportfolio Sharks about an idea or an issue - for more information go to: https://eportfoliosaustralia.wordpress.com/other-events/eportfolio-shark-tank/
Creating, designing and developing our eportfolio Co-Lab Kathryn Coleman & Ka...ePortfolios Australia
Co-Labs enable collaborative and experimental research opportunities based on themes and needs. This session will lead a conversation around how an Australasian eportfolio Co-Lab will function. Discussions will also cente around exploring the merits of key themes and priorities for 2021, and how to generate interest in this group.
The presentation will outline the successes and challenges of introducing an electronic portfolio to first year students using MKM software. At the School of Medicine at Western Sydney University a portfolio was introduced to first year students in 2019 to promote self-regulated learning and skills in reflection. Student portfolios are reviewed and discussed with academic advisors. Curriculum design and teaching students, advisors and staff are critical to the successful implementation of a portfolio.
Building a Pandemic ePortfolio using the Karuta Open Source Portfolio 3.0 Jac...ePortfolios Australia
"The coronavirus pandemic has dramatically changed the landscape of higher education. Over a short period of time, courses have moved online with students being required to adapt to new ways of learning.
Although many tools have been used to enhance the student learning experience, many researchers have long advocated a more holistic, personal, and integrative approach. As eloquently presented by Jenson and Treuer (2014), learning should be put in a much broader context where courses, co-curricular activities, internships, work, and personal experiences, contribute to what are called 20th century lifelong learning skills (collecting, self-regulating, reflecting, integrating, and collaborating).
The Pandemic ePortfolio is an illustration of this more integrative approach using Karuta 3.0, a simple and flexible open source ePortfolio tool supported by the Apereo Foundation. See how a simple yet powerful workflow has been designed to help students make sense of this difficult period.
Jill. D. Jenson and Paul Treuer (2014), Defining the e-Portfolio: What It is and Why it Matters, Change: The Magazine of Higher Learning, 46:2, 50-57, https://doi.org/10.1080/00091383.2014.897192."
Supporting students to develop their teacher identity through scaffolded port...ePortfolios Australia
"A pre-service teacher education course has a dual purpose. It provides future teachers with the knowledge they require to teach, but it also must also serve to transform the student and enable them to become the teacher. This change of identity is not a sudden transition that happens when a student graduates, rather it needs to be embedded from the start of the course and then progressively developed throughout the learning journey.
This presentation describes how PebblePad workbooks are used in a curriculum content unit to scaffold students to write, speak and think as teachers. The workbooks contain assessment tasks with sequenced response pages containing guiding questions, hints and modelled construction. The tasks progress from simple to complex across the unit and include many opportunities for the student to practice the skills needed to develop their identity as a teacher. "
Moving from a paper-based nursing clinical placement tool to an online portfolio platform was not without its challenges. In the School of Nursing and Midwifery at Edith Cowan University a whole of school approach was adopted that incorporated not only the 3000 plus student body but academics, professional staff, and clinical placement administrators. This resulted in rewards that were seen and felt way beyond the technology used to support it. The adage 'It Takes a Village' was never truer in overcoming the challenges faced, however, ultimately determined the success of this story and ability to showcase the student learning journey.
New Spaces of Belonging: ePortfolios, Community and Digital Placemaking Brian...ePortfolios Australia
The shift to a physically distanced yet digitally connected campuses in response to COVID-19 has rendered visible the criticality of student-led technologies to engender a sense of community and belonging among students. This paper addresses the social and pedagogical value of ePortfolios in building a sense of belonging within in Higher Education by investigating synergies between well-established ePortfolio pedagogies and the cross-disciplinary fields of digital placemaking and innovative learning environment design. It addresses the need to create critical digital pedagogical models that are agnostic to the physical constraints of campus spaces and identify the utility of space as a heuristic for improved learning outcomes and increasing learner agency and belonging among scholarly communities of peers. Finally, the paper offers insights into spatiality for learning and belonging that achieve a balance of constructively aligned digital spaces while affording opportunities for student agency, ownership and belonging to community in the digital realm.
Lifelong Learning ePortfolios: a media-rich technology for capturing and evid...ePortfolios Australia
OB3 – Beautiful Study for Lifelong Learning is a personal learning environment for creating and sharing content as part of informal, non-formal, and formal learning. Within minutes, individuals with basic technological skills (i.e. users of MS Office, internet browsers, and email applications) can author and share media-rich documents including hyperlinks, embedded discussions, videos, and/or audio-recordings. In the last two years, OB3 has been used to build ePortfolios for reflective practice in an MBA programme, and professional certification in a Midwifery programme. During the workshop, attendees will learn how to build an OB3 reflective practice portfolio. They will learn how to 1) capture their thoughts in writing, audio recordings, video, photos, hyperlinks, etc. to reflect on development areas; 2) keep private and personal records of their reflections as they happen; 3) email content and any attachments from their mobile devices directly to their portfolio; and 4) share selected sections of their reflections with other people as part of a course or co-creation for understanding project.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
Students, digital devices and success - Andreas Schleicher - 27 May 2024..pptxEduSkills OECD
Andreas Schleicher presents at the OECD webinar ‘Digital devices in schools: detrimental distraction or secret to success?’ on 27 May 2024. The presentation was based on findings from PISA 2022 results and the webinar helped launch the PISA in Focus ‘Managing screen time: How to protect and equip students against distraction’ https://www.oecd-ilibrary.org/education/managing-screen-time_7c225af4-en and the OECD Education Policy Perspective ‘Students, digital devices and success’ can be found here - https://oe.cd/il/5yV
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
How to Split Bills in the Odoo 17 POS ModuleCeline George
Bills have a main role in point of sale procedure. It will help to track sales, handling payments and giving receipts to customers. Bill splitting also has an important role in POS. For example, If some friends come together for dinner and if they want to divide the bill then it is possible by POS bill splitting. This slide will show how to split bills in odoo 17 POS.
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
The Indian economy is classified into different sectors to simplify the analysis and understanding of economic activities. For Class 10, it's essential to grasp the sectors of the Indian economy, understand their characteristics, and recognize their importance. This guide will provide detailed notes on the Sectors of the Indian Economy Class 10, using specific long-tail keywords to enhance comprehension.
For more information, visit-www.vavaclasses.com
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
Unit 8 - Information and Communication Technology (Paper I).pdf
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.