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.
Embedding Self assessment and Feedback into Reflective Portfolios Terry YoungePortfolios Australia
Sports Coaching requires a high degree of reflective practice in order for students to improve their skills. This presentation describes a methodology to assess student ability to coach another individual. It incorporates video production and submission, session planning, risk assessment, self assessment and reflection on assessment performance.
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.
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.
ePortfolios and English language learners Christine Grimmer, John BourkeePortfolios Australia
How does creating online professional identities, articulating learning goals and developing reflective text in PebblePad engage international students in enhancing language proficiency and professional learning? Join us as we share the journey of our international students on a professional studies intensive program at Griffith. Our engaging story reveals the capacity of the digital portfolio to motivate international students by recognising existing professional skills and experiences, and providing a supportive platform for growing language capability.
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.
Using Dashboards to Enhance Authentic Professional Learning Capabilities Dr M...ePortfolios Australia
A key challenge facing commerce students on graduation is the ability to demonstrate industry ready capabilities such as critical analysis, and problem solving (Bolton 2018). To prepare for this challenge, higher education needs to design assessments that prepare students for corporate expectations. However, many students struggle with the presenting the critical analysis needed for commerce assessments. Dashboards are widely used within industry as tools to draw together volumes of information from diverse sources, track performance and make strategic decisions (Grewal, Motyka & Levy 2018; Schlee & Karns 2017). Adapting this idea, we have developed assessment tasks that utilise a dashboard design to help students structure their research, present analysis and develop insight as a way to articulate their professional capabilities. The dashboards are embedded in an early assessment in a first year University commerce course and provide visual layouts that guide students to manage the research and analysis.
Supporting High Impact Practices with portfolio-based learning Alison PootePortfolios Australia
"Born out of a recognition that today’s graduates need to be responsible global citizens, aware of and respectful of other cultures, and equipped to respond to the challenges the future holds, High-Impact Practices (HIPs) offer a structure to help educators create learning cultures designed to develop the whole person and nurture graduates who are genuinely future-ready. HIPs were first proposed by George Kuh (2008) and his research suggests that when done well, they can enhance student success, retention and engagement. This presentation will introduce the eleven HIPs, the elements essential to making practice meaningful and high-impact, and the central role that portfolios can play in supporting these practices. A number of international examples of portfolio practice will be showcased to demonstrate this theory in action.
Kuh, G. D. (2008). High-impact educational practices: What they are, who has access to them, and why they matter. Washington, DC: Association of American Colleges and Universities.
"
Embedding Self assessment and Feedback into Reflective Portfolios Terry YoungePortfolios Australia
Sports Coaching requires a high degree of reflective practice in order for students to improve their skills. This presentation describes a methodology to assess student ability to coach another individual. It incorporates video production and submission, session planning, risk assessment, self assessment and reflection on assessment performance.
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.
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.
ePortfolios and English language learners Christine Grimmer, John BourkeePortfolios Australia
How does creating online professional identities, articulating learning goals and developing reflective text in PebblePad engage international students in enhancing language proficiency and professional learning? Join us as we share the journey of our international students on a professional studies intensive program at Griffith. Our engaging story reveals the capacity of the digital portfolio to motivate international students by recognising existing professional skills and experiences, and providing a supportive platform for growing language capability.
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.
Using Dashboards to Enhance Authentic Professional Learning Capabilities Dr M...ePortfolios Australia
A key challenge facing commerce students on graduation is the ability to demonstrate industry ready capabilities such as critical analysis, and problem solving (Bolton 2018). To prepare for this challenge, higher education needs to design assessments that prepare students for corporate expectations. However, many students struggle with the presenting the critical analysis needed for commerce assessments. Dashboards are widely used within industry as tools to draw together volumes of information from diverse sources, track performance and make strategic decisions (Grewal, Motyka & Levy 2018; Schlee & Karns 2017). Adapting this idea, we have developed assessment tasks that utilise a dashboard design to help students structure their research, present analysis and develop insight as a way to articulate their professional capabilities. The dashboards are embedded in an early assessment in a first year University commerce course and provide visual layouts that guide students to manage the research and analysis.
Supporting High Impact Practices with portfolio-based learning Alison PootePortfolios Australia
"Born out of a recognition that today’s graduates need to be responsible global citizens, aware of and respectful of other cultures, and equipped to respond to the challenges the future holds, High-Impact Practices (HIPs) offer a structure to help educators create learning cultures designed to develop the whole person and nurture graduates who are genuinely future-ready. HIPs were first proposed by George Kuh (2008) and his research suggests that when done well, they can enhance student success, retention and engagement. This presentation will introduce the eleven HIPs, the elements essential to making practice meaningful and high-impact, and the central role that portfolios can play in supporting these practices. A number of international examples of portfolio practice will be showcased to demonstrate this theory in action.
Kuh, G. D. (2008). High-impact educational practices: What they are, who has access to them, and why they matter. Washington, DC: Association of American Colleges and Universities.
"
Strategies to Improve your Digital Well-being Using ePortfolios Marie B FisherePortfolios Australia
Digital well being is an important aspect of our work and study that often takes ‘a back seat’ in our overloaded lives.
The aim of this paper is to reflect on what Digital Well being means to us and how ePortfolios can be used to achieve our life and work goals.
How do we define digital well being? Why is it important?
How can we refresh and use our ePortfolios to improve our job prospects, engagement or collaboration with others and work life balance?
What can we change in our approach when challenges overwhelm or stymie our Digital well being?
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.
Clinical educators attitudes towards the technology. John McInerneyePortfolios Australia
"In healthcare there is ongoing flux in expectations for students and practitioners. In the undergraduate Radiography course at Monash University we implemented ePortfolios as an integrated system of monitoring and evidencing students’ professional development. This has required significant input from clinical educators as clinical educators play pivotal roles in students’ professional development. However implementing educational technologies poses particular challenges in clinical environments. Irrespective of the challenges, successful implementation of technology in any environment is dependent on the attitudes of the users.
A mixed methods study examined clinical educators’ attitudes towards technology and explore the challenges faced when implementing teaching technologies in clinical environments. It found that even with positive attitudes to technology, clinical environments have specific challenges such as access to computers as well as an understanding of the role of technology for the purpose of clinical education.
"
Using badging to motivate and engage learners Mairead Fountain Emma CollinsePortfolios Australia
"In 2018 students in the Bachelor of Nursing at Otago Polytechnic had the opportunity to earn an electronic ‘badge’ for a piece of work that was otherwise not assessed. This presentation discusses the survey results of that study. The intended purpose of the badge was to reward and motivate learners.
The effectiveness of using an electronic ‘Skills badge’ to motivate students to complete a series of five peer-evaluated assessments in a laboratory environment, was evaluated. These assessments were not part of course assessment. The majority (88%) of students uploaded the assessment sheets and were awarded the badge. A benefit of this achievement was that the badge could be attached to their personal ePortfolio as a record of this learning achievement. Comments from students are favourable, however also indicate that more work needs to be done in regards to engaging students with badging. The future purpose and application in nursing education will be discussed.
"
Do Colleges Need An Outcome Based Education SoftwareAbhishek Das
This presentation answers the most pressing concern for today's Colleges and Universities. If colleges do go for an OBE Software, what features should such a solution have.
The Case Study Initiative: Embedding the Entrepreneurial Mindset - Bill Riley...KEEN
From the 2016 KEEN Winter Conference: Bill Riley from Rose Hulman along with Michael Rust and Robert Gettens from Western New England University showcases current advancements on case studies to teach the entrepreneurial mindset. www.EngineeringUnleashed.com/keen
Learning Technology for Improving Teaching Quality at ScaleKhalid Md Saifuddin
Scale teaching methods for both physical and digital teaching environments to a higher number of students via digital learning technology and a combination of face2face learning, student-driven learning and digital learning technology.
Presentation of Alfredo Soeiro for EDEN's new Education in time of pandemic webinar series on 'How to design and manage assessments for online learning' - 20 April 2020, 17:00 CET
More info:
http://www.eden-online.org/eden_conference/how-to-design-and-manage-assessments-for-online-learning/
Blackboard Analytics for Learn: A recipe for successRichard Stals
So much of the current discussion around Learning Analytics seems to be caught up in the realm of Big Data that informs the top executives and decision makers who are shaping institution-wide strategies. While these kinds of topics need to be explored, truly significant and transformative uses of learning analytics can be had at the grassroots level of the teacher and student.
This session will look at how Edith Cowan University is using Blackboard Analytics for Learn to empower staff and students with their own data, allowing them to make informed and timely decisions in their own teaching and learning journeys.
We will explore how learning analytics data enables staff to do things like identify and support students at risk of disengaging from the course early, monitor how students are actually engaging in their course and collect real evidence on student interactions that informs a continual process of improvement in learning design and resources.
This practice-focused paper wil consider how employing the Universal Design for Learning (UDL) framework (CAST 2018) can encourage feedback-seeking behaviour on a postgraduate programme. Recent advances in neuroscience have highlighted that individual difference is the norm across the population, and thus questioned the need to label or diagnose difference. This challenges educators to move away from previous models of ‘reasonable accommodations’ and instead to design for learning with an appreciation that all students approach their learning with differing strengths and preferences. The principles and theories of Universal Design for Learning (UDL) offer enormous potential when designing for learning: by using the UDL framework, educators can accept learner variability as a strength to be leveraged, not a challenge to be overcome (Rose and Meyer, 2002).
Furthermore, recent scholarship has pointed to the importance of developing feedback literacies among Higher Education learners. The provision of feedback is not, in and of itself, sufficient; instead, there is a growing understanding that learners need to be supported to make sense of the feedback they receive and apply it in subsequent learning situations. Literature on feedback literacy (e.g. Carless and Boud, 2018; Winstone, Balloo and Carless, 2022) recognises the importance of developing students’ capabilities ‘to seek, generate and use feedback information effectively, and to engage in feedback processes to support ongoing personal and professional development’ (Winstone et al, 2022: 58). Such a view shifts the focus away from feedback at the end of learning event, and instead advocates for feedback at a point when it can be used by the learner to improve subsequent work. This requires learners to be more aware of how and why they are using feedback, and also their own role in identifying the timing of feedback so that it is of benefit to them.
This paper will consider how the UDL framework can encourage student engagement with feedback and the development of feedback literacies, drawing on specific examples from a postgraduate programme (namely the Graduate Certificate in Academic Practice). Multi-source and multi-modal feedback opportunities are embedded throughout the programme, and students are prompted to consider the focus, mode and timing of the feedback so that it is of most benefit to them to guide their learning. This paper will point towards the benefits a programme which is underpinned by the UDL framework has in fostering student feedback literacy and feedback-seeking behaviours. It aims to prompt discussion and reflection among conference attendees with respect to both UDL and feedback literacy and to consider how these two areas of academic practice can be intertwined in order to best support student learning.
Strategies to Improve your Digital Well-being Using ePortfolios Marie B FisherePortfolios Australia
Digital well being is an important aspect of our work and study that often takes ‘a back seat’ in our overloaded lives.
The aim of this paper is to reflect on what Digital Well being means to us and how ePortfolios can be used to achieve our life and work goals.
How do we define digital well being? Why is it important?
How can we refresh and use our ePortfolios to improve our job prospects, engagement or collaboration with others and work life balance?
What can we change in our approach when challenges overwhelm or stymie our Digital well being?
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.
Clinical educators attitudes towards the technology. John McInerneyePortfolios Australia
"In healthcare there is ongoing flux in expectations for students and practitioners. In the undergraduate Radiography course at Monash University we implemented ePortfolios as an integrated system of monitoring and evidencing students’ professional development. This has required significant input from clinical educators as clinical educators play pivotal roles in students’ professional development. However implementing educational technologies poses particular challenges in clinical environments. Irrespective of the challenges, successful implementation of technology in any environment is dependent on the attitudes of the users.
A mixed methods study examined clinical educators’ attitudes towards technology and explore the challenges faced when implementing teaching technologies in clinical environments. It found that even with positive attitudes to technology, clinical environments have specific challenges such as access to computers as well as an understanding of the role of technology for the purpose of clinical education.
"
Using badging to motivate and engage learners Mairead Fountain Emma CollinsePortfolios Australia
"In 2018 students in the Bachelor of Nursing at Otago Polytechnic had the opportunity to earn an electronic ‘badge’ for a piece of work that was otherwise not assessed. This presentation discusses the survey results of that study. The intended purpose of the badge was to reward and motivate learners.
The effectiveness of using an electronic ‘Skills badge’ to motivate students to complete a series of five peer-evaluated assessments in a laboratory environment, was evaluated. These assessments were not part of course assessment. The majority (88%) of students uploaded the assessment sheets and were awarded the badge. A benefit of this achievement was that the badge could be attached to their personal ePortfolio as a record of this learning achievement. Comments from students are favourable, however also indicate that more work needs to be done in regards to engaging students with badging. The future purpose and application in nursing education will be discussed.
"
Do Colleges Need An Outcome Based Education SoftwareAbhishek Das
This presentation answers the most pressing concern for today's Colleges and Universities. If colleges do go for an OBE Software, what features should such a solution have.
The Case Study Initiative: Embedding the Entrepreneurial Mindset - Bill Riley...KEEN
From the 2016 KEEN Winter Conference: Bill Riley from Rose Hulman along with Michael Rust and Robert Gettens from Western New England University showcases current advancements on case studies to teach the entrepreneurial mindset. www.EngineeringUnleashed.com/keen
Learning Technology for Improving Teaching Quality at ScaleKhalid Md Saifuddin
Scale teaching methods for both physical and digital teaching environments to a higher number of students via digital learning technology and a combination of face2face learning, student-driven learning and digital learning technology.
Presentation of Alfredo Soeiro for EDEN's new Education in time of pandemic webinar series on 'How to design and manage assessments for online learning' - 20 April 2020, 17:00 CET
More info:
http://www.eden-online.org/eden_conference/how-to-design-and-manage-assessments-for-online-learning/
Blackboard Analytics for Learn: A recipe for successRichard Stals
So much of the current discussion around Learning Analytics seems to be caught up in the realm of Big Data that informs the top executives and decision makers who are shaping institution-wide strategies. While these kinds of topics need to be explored, truly significant and transformative uses of learning analytics can be had at the grassroots level of the teacher and student.
This session will look at how Edith Cowan University is using Blackboard Analytics for Learn to empower staff and students with their own data, allowing them to make informed and timely decisions in their own teaching and learning journeys.
We will explore how learning analytics data enables staff to do things like identify and support students at risk of disengaging from the course early, monitor how students are actually engaging in their course and collect real evidence on student interactions that informs a continual process of improvement in learning design and resources.
This practice-focused paper wil consider how employing the Universal Design for Learning (UDL) framework (CAST 2018) can encourage feedback-seeking behaviour on a postgraduate programme. Recent advances in neuroscience have highlighted that individual difference is the norm across the population, and thus questioned the need to label or diagnose difference. This challenges educators to move away from previous models of ‘reasonable accommodations’ and instead to design for learning with an appreciation that all students approach their learning with differing strengths and preferences. The principles and theories of Universal Design for Learning (UDL) offer enormous potential when designing for learning: by using the UDL framework, educators can accept learner variability as a strength to be leveraged, not a challenge to be overcome (Rose and Meyer, 2002).
Furthermore, recent scholarship has pointed to the importance of developing feedback literacies among Higher Education learners. The provision of feedback is not, in and of itself, sufficient; instead, there is a growing understanding that learners need to be supported to make sense of the feedback they receive and apply it in subsequent learning situations. Literature on feedback literacy (e.g. Carless and Boud, 2018; Winstone, Balloo and Carless, 2022) recognises the importance of developing students’ capabilities ‘to seek, generate and use feedback information effectively, and to engage in feedback processes to support ongoing personal and professional development’ (Winstone et al, 2022: 58). Such a view shifts the focus away from feedback at the end of learning event, and instead advocates for feedback at a point when it can be used by the learner to improve subsequent work. This requires learners to be more aware of how and why they are using feedback, and also their own role in identifying the timing of feedback so that it is of benefit to them.
This paper will consider how the UDL framework can encourage student engagement with feedback and the development of feedback literacies, drawing on specific examples from a postgraduate programme (namely the Graduate Certificate in Academic Practice). Multi-source and multi-modal feedback opportunities are embedded throughout the programme, and students are prompted to consider the focus, mode and timing of the feedback so that it is of most benefit to them to guide their learning. This paper will point towards the benefits a programme which is underpinned by the UDL framework has in fostering student feedback literacy and feedback-seeking behaviours. It aims to prompt discussion and reflection among conference attendees with respect to both UDL and feedback literacy and to consider how these two areas of academic practice can be intertwined in order to best support student learning.
Facilitating student-led teaching and content creation through technology: Us...RichardM_Walker
User-led design reflects a paradigm shift in pedagogic practice, re-envisioning the role of students as producers rather than consumers of learning. Implicit in this design approach is an acknowledgement that students have the skills and capability to engage in collaborative knowledge creation activities and to develop their learning as producers of content.
Through a presentation of case examples, we report on how user-led principles have been applied to the design of blended learning courses at the University of York (United Kingdom), with learning technology employed to support active learning opportunities for our students. The blended courses each incorporated activities encouraging participants to develop their own learning and teaching resources, engaging them in the mastery of key skills and concepts. We present an engagement model for active learning derived from the case examples, and use this as a stimulus for a broader discussion on effective design approaches to support student-led teaching and content creation activities.
We then go on to discuss the instructional responsibilities associated with the successful delivery of student-led activities within blended courses. Research tells us that instructional support for online learning requires differing strategies to facilitate effective group learning and participant-led activities and can lead to instructors assuming different roles in their online interactions with students. Reflecting on the case studies, we discuss common challenges that instructors may face in the design of student-led activities and present strategies for the effective delivery of student-led teaching and content creation activities, based on a five-stage blended delivery model that has been used to guide academic staff at the University of York.
This a Powerpoint presentation created by Peggy Maki, an AMCOA and education consultant specializing in assessing student learning. "Assessment 101" was presented at the AMCOA 4th Statewide Assessment Conference at the University of Massachusetts Boston on April 23, 2012.
Driving student outcomes and success: What’s next for the retention pilot pro...LearningandTeaching
As part of the Navitas 2020 Strategic Project on Retention, Learning and Teaching Services has been investigating and evaluating current practice both within our colleges and externally, developing a Retention Driver Tree to identify the activities that make a difference to the student experience.
In a recent webinar, Maria Spies and Suneeti Rekhari unpacked retention strategies and explored deeper into the impact of current retention pilots at Deakin and La Trobe Colleges.
Maria Spies outlined the Retention Driver Tree and the factors contributing to student experience and success. Suneeti Rekhari explained the processes used to plan, implement and evaluate the retention interventions, and the early indicators and outcomes emerging from the Colleges. Through this presentation, they discussed what these initial findings mean for the Retention Driver Tree and the next steps in addressing retention.
Reimagining and Reinforcing Student Success Into Career Success Across the Cu...credomarketing
The final webinar in Credo Education webinar series "The Onus is On Us - How Higher Education Can Close the Skills Gap" presented by Kate Sawyer, Higher Education Administration and Library Consultant.
Are we still teaching students the same old way we were taught and expecting them to learn the same way we learned?
Maybe it’s time to rethink where and how often we teach critical thinking, problem solving and information skill sets, as well as how and when we teach them.
Similar to Assessment and Feedback Using ePortfolios: Shifting to a New Paradigm of Practice Shari Bowker Christine Slade (20)
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
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Digital ethics and portfolios: What's next? Kristina Hoeppner Megan Haskins ePortfolios Australia
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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.
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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
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"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.
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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."
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Assessment and Feedback Using ePortfolios: Shifting to a New Paradigm of Practice Shari Bowker Christine Slade
1. Increased Student Participation in Feedback
using ePortfolios: Shifting to a new paradigm
Australian Forum 2021 Paper Presentation
Shari Bowker & Dr Christine Slade
Institute for Teaching and Learning Innovation
c.slade@uq.edu.au and s.bowker@uq.edu.au
2. CRICOS code 00025B
1. Briefly outline feedback challenges
2. Draw out practice implications of recent
feedback literature
3. New paradigm of feedback
4. What is student feedback literacy?
5. Translating the new ideas about feedback into
ePortfolio design
6. Supporting the development of student
feedback literacy
The aims of our presentation…
Increased Student Participation in Feedback
using ePortfolios | 20 Oct 2021 2
Institute for Teaching and Learning Innovation
3. CRICOS code 00025B
CRICOS code 00025B
Final
assessment
task (limited
feedback
because
end of
course)
Week 11 -
prepare
for final
task, rubric
Weeks 9-10
content
Week 8
Feedback
on mid
tasks
Week 7 Mid
assessment
task
Weeks 6
Prep for
mid task
(how to
prepare,
rubric,
what's
expected
Weeks 5
includes
feedback
(individual
and/or
general)
Week 4
Early
assessment
task
Weeks 1-3
Content
Design in
Course
Profile
Example timeline of current feedback processes
3
[Entity Name]
Institute for Teaching and Learning Innovation
Increased Student Participation in Feedback
using ePortfolios | 20 Oct 2021
4. CRICOS code 00025B
Current Feedback Methods
Institute for Teaching and Learning Innovation
4
Publications & Resources – Feedback for Learning (monash.edu.au)
Observations
• Educator heart for student
• Most PD for educators not students
• Student passive role in feedback
• No opportunity for future improvement
Increased Student Participation in Feedback
using ePortfolios | 20 Oct 2021
6. CRICOS code 00025B
• Increasing student numbers within cost-constrained teaching environment limits the ability for educators to
provide regular and personalised feedback to each student (Boud & Molloy, 2013).
• Students’ reliance on educators as the sole source of feedback does not prepare them to engage within
the feedback cultures of the workplace (Noble et al., 2020; Winstone & Carless, 2020)
• Such concerns about how to implement effective feedback processes continues to be investigated in
higher education literature, with some attention how ePortfolios can support student participation with
feedback,
including dialogic peer interactions (Ehiyazaryan-White, 2012)
and iterative feedback cycles to promote self-regulated learning (Lam, 2014).
Literature: Concerns about Feedback
6
Institute for Teaching and Learning Innovation
Increased Student Participation in Feedback
using ePortfolios | 20 Oct 2021
7. CRICOS code 00025B
Student participation in feedback: a new paradigm
7
Students as active
participants in feedback
Assessors deliver
feedback
DESIGN
Institute for Teaching and Learning Innovation
Increased Student Participation in Feedback
using ePortfolios | 20 Oct 2021
8. CRICOS code 00025B
Student feedback literacy is…”the understandings,
capacities and dispositions needed to make sense
of information and use it to enhance work or
learning strategies.” (Carless, & Boud, 2018).
Student Feedback Literacy
Image by 00luvicecream from Pixabay
8
Institute for Teaching and Learning Innovation
Increased Student Participation in Feedback
using ePortfolios | 20 Oct 2021
9. CRICOS code 00025B
Appreciating
feedback
Appreciate their active
role, rather than being
passive
Recognise different
sources of feedback
Use tech to curate and
work with feedback
Making
Judgments
Develop capacity for
evaluative judgement
Participate in effective
peer and self-evaluations
Managing
Affect
Manage emotions, avoid
defensive reactions
Seek and generate
feedback to improve work
or learning strategies
Taking Action
Are aware of their role to action
feedback
Synthesise feedback from various
sources and use opportunities to
apply feedback.
Four elements of Student Feedback Literacy
9
Adapted from Carless, & Boud (2018)
Institute for Teaching and Learning Innovation
Increased Student Participation in Feedback
using ePortfolios | 20 Oct 2021
10. CRICOS code 00025B 10
Supporting student
appreciation of
feedback
Learning to recognise various feedback
sources. Understanding their active
role in engaging in feedback dialogue
Longitudinal feedback journals capture daily/weekly
feedback dialogues.
Feedback coversheets with presentation of projects,
writing pieces, authentic assessments
Self and peer review processes
develops capacity for evaluative
judgement and promotes self-
regulation of learning
Self-evaluation with assessments or supervisor reports,
to compare own judgements to those of the assessor
Generating internal feedback through comparisons.
Capturing peer feedback with reflective narrative of the
intended improvements
Helping students to manage their
emotions, avoiding defensiveness or
feeling angry – shifting focus to
improving work or learning strategies
Reflective prompts in the ePortfolio on what they think
and felt about the feedback interaction followed by
identifying directions for improvement – track emotional
reactions over time
Developing awareness to action
feedback, shifts feedback from just
information to ‘sense-making’ and
closes a feedback loop
Design of multi-stage or iterative sequences of tasks in
the ePortfolio facilitate student engagement and action
with feedback. Action plans after generating/receiving
feedback on how they plan to use feedback in
subsequent activities.
Practice in making
judgements
Supporting students
to manage affect
Enabling students to
take action
The educator role in the development of student feedback
literacy
Institute for Teaching and Learning Innovation
Increased Student Participation in Feedback
using ePortfolios | 20 Oct 2021
11. CRICOS code 00025B
Using ePortfolios to support student feedback literacy
11
Supporting student
appreciation of
feedback
Learning to recognise various feedback
sources. Understanding their active
role in engaging in feedback dialogue
Longitudinal feedback journals capture daily/weekly
feedback dialogues.
Feedback coversheets with presentation of projects,
writing pieces, authentic assessments
Self and peer review processes
develops capacity for evaluative
judgement and promotes self-
regulation of learning
Self-evaluation with assessments or supervisor reports,
to compare own judgements to those of the assessor
Generating internal feedback through comparisons.
Capturing peer feedback with reflective narrative of the
intended improvements
Helping students to manage their
emotions, avoiding defensiveness or
feeling angry – shifting focus to
improving work or learning strategies
Reflective prompts in the ePortfolio on what they think
and felt about the feedback interaction followed by
identifying directions for improvement – track emotional
reactions over time
Developing awareness to action
feedback, shifts feedback from just
information to ‘sense-making’ and
closes a feedback loop
Design of multi-stage or iterative sequences of tasks in
the ePortfolio facilitate student engagement and action
with feedback. Action plans after generating/receiving
feedback on how they plan to use feedback in
subsequent activities.
Practice in making
judgements
Supporting students
to manage affect
Enabling students to
take action
Institute for Teaching and Learning Innovation
Increased Student Participation in Feedback
using ePortfolios | 20 Oct 2021
12. CRICOS code 00025B
Using ePortfolios to support student feedback literacy
12
Supporting student
appreciation of
feedback
Learning to recognise various feedback
sources. Understanding their active
role in engaging in feedback dialogue
Longitudinal feedback journals capture daily/weekly
feedback dialogues.
Feedback coversheets with presentation of projects,
writing pieces, authentic assessments
Self and peer review processes
develops capacity for evaluative
judgement and promotes self-
regulation of learning
Self-evaluation with assessments or supervisor reports,
to compare own judgements to those of the assessor
Generating internal feedback through comparisons.
Capturing peer feedback with reflective narrative of the
intended improvements
Helping students to manage their
emotions, avoiding defensiveness or
feeling angry – shifting focus to
improving work or learning strategies
Reflective prompts in the ePortfolio on what they think
and felt about the feedback interaction followed by
identifying directions for improvement – track emotional
reactions over time
Developing awareness to action
feedback, shifts feedback from just
information to ‘sense-making’ and
closes a feedback loop
Design of multi-stage or iterative sequences of tasks in
the ePortfolio facilitate student engagement and action
with feedback. Action plans after generating/receiving
feedback on how they plan to use feedback in
subsequent activities.
Practice in making
judgements
Supporting students
to manage affect
Enabling students to
take action
Institute for Teaching and Learning Innovation
Increased Student Participation in Feedback
using ePortfolios | 20 Oct 2021
13. CRICOS code 00025B
Thank you
Any Questions?
References:
David Boud & Elizabeth Molloy (2013) Rethinking models of feedback for learning: the
challenge of design, Assessment & Evaluation in Higher Education, 38:6, 698-712, DOI:
10.1080/02602938.2012.691462
Ehiyazaryan-White, E. (2012). The Dialogic Potential of ePortfolios: Formative
Feedback and Communities of Learning within a Personal Learning Environment.
International Journal of ePortfolio, 2(2), 173.
Ricky Lam (2014) Promoting self-regulated learning through portfolio
assessment: testimony and recommendations, Assessment & Evaluation in Higher
Education, 39:6, 699-714, DOI: 10.1080/02602938.2013.862211
Noble, C., Sly, C., Collier, L., Armit, L., Hilder, J., & Molloy, E. (2019). Enhancing
Feedback Literacy in the Workplace: A Learner-Centred Approach. In Augmenting
Health and Social Care Students’ Clinical Learning Experiences (pp. 283–306). Springer
International Publishing. https://doi.org/10.1007/978-3-030-05560-8_13
Winstone, N. E., & Carless, D. (2020). Designing effective feedback processes in higher
education : a learning-focused approach. Taylor & Francis CAM : Routledge.
@shari_bowker
@DrCSlade
@uqITaLI
Image: Winstone, N. E., & Carless, D. (2020). Designing effective feedback processes in higher education : a learning-focused approach.
Diagram showing process from Assessors deliver feedback to enabling Students as active participants in feedback through design based approaches.
These three features are inter-related as represented in by bi-directional arrows.
It is proposed that a combination of the three features at the top of the figure
maximises potential for students to take action as illustrated at the base of the figure.
Feedback literate students…