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Judy O’Connell
Quality Learning and Teaching Leader | Online	
Faculty of Science	
uImagine Digital Learning Innovation Laboratory	 Division of Student Learning	
and the ePortfolio
DiDigital Scholarship
28 September, 2016
CHARLES STURT UNIVERSITY
uImagine Digital Learning Innovation Laboratory	 Division of Student Learning	
Digital scholarship powered by reflection and reflective practice through the
use of an ePortfolio approach to course design in Higher Education.
Current online information environments and
the associated social and pedagogical
transactions within them create an important
information ecosystem that can and should
influence and shape the professional
engagement and digital scholarship within our
learning communities in the higher education
sector.
flickr photo by omran.jamal https://flickr.com/photos/62855773@N08/10757491534 shared under a Creative Commons (BY) license
While practical recommendations for a wide variety of ways of working with current online technologies are easily marketed
and readily adopted, there is insufficient connection to digital scholarship practices in the creation of meaning and knowledge
through more traditional approaches to the ‘portfolio’
uImagine Digital Learning Innovation Laboratory	 Division of Student Learning	
DiDigital Scholarship
The current generation of academic degree programs which are
delivered fully online has resulted in a strong move to creating
pedagogically enriched learning design within technology-rich
contexts to support and improve learning experiences.
Learning in a digital age requires practitioners who
understand education imperatives in local and
global settings, and who can demonstrate an agile
response to novel technologies that may catalyse
learning.
flickr photo by Mathias Appel https://flickr.com/photos/mathiasappel/9035208079 shared under a Creative Commons (CC0) license
The proliferation of digital content
is part of a significant change in
scholarly communication.
FACULTY OF EDUCATION
uImagine Digital Learning Innovation Laboratory	 Division of Student Learning	
Digital scholarship is valued for
openness or open access within the
boundaries of open data, open
publishing, open education and open
boundaries ….
…and for utilising
participatory or collective
ways of thinking.
uImagine Digital Learning Innovation Laboratory	 Division of Student Learning
Davies, A., Fidler, D., & Gorbis, M. (2011). Future work skills 2020.
http://www.iftf.org/our-work/global-landscape/work/future-work-skills-2020/
uImagine Digital Learning Innovation Laboratory	 Division of Student Learning
FACULTY OF EDUCATION
uImagine Digital Learning Innovation Laboratory	 Division of Student Learning	
Digital literacy can enable digital
scholarship, but the nature of digital
scholarship is dependent on
emergent practices,
processes and procedures of
scholarly communication and digital
literacy capabilities.
10
The impact of technology has emerged as
complicated and disruptive while being
highly relevant and transformative.
Digital Scholarship powered by reflection and reflective practice through the use of an ePortfolio approach to course design in Higher Education
Our work as educators has to centre on
helping to meet the scholarship and future
learning needs within courses/programs by
fostering a culture of enquiry in a sustainable
digital learning environment that is shaped by:
• ubiquity of information
• globally responsive pedagogical practices
• driven by collaboration and informal learning
• using multiple access points
• using multiple mediums.
uImagine Digital Learning Innovation Laboratory	 Division of Student Learning
uImagine Digital Learning Innovation Laboratory	 Division of Student Learning
Digital Scholarship powered by reflection and reflective practice through the use of an ePortfolio approach to course design in Higher Education
15
It is simplistic to migrate a pre-digital taxonomy to
a digital environment and to ignore the function of
and relationship to digital scholarship as a critical
component of reflective practice.
uImagine Digital Learning Innovation Laboratory	 Division of Student Learning
When it comes to online learning, it is understood
that interaction with others (peers and
instructors) is a highly important variable in
successful learning experiences within the online
learning environment, particularly when coupled
with the need for students to achieve
self-regulation between their own knowledge/
experiences and the content
of a subject.
uImagine Digital Learning Innovation Laboratory	 Division of Student Learning
This reflective practice, which assists in
assembling knowledge and experience in
meaningful ways, can be facilitated by the use of
an ePortfolio, and may facilitate independent
learning, development of identity, a sense of
empowerment, greater awareness of self, and
promote active engagement in future oriented
professional practice.
uImagine Digital Learning Innovation Laboratory	 Division of Student Learning
The digital information environment in which an
ePortfolio is situated is one that demands a new
knowledge flow between content and digital
connections.
uImagine Digital Learning Innovation Laboratory	 Division of Student Learning
Academics (as teachers) need to support and
nurture learners to learn within connected and
collaborative learning environments, to lead
purposeful and corrective discourse in relation
to multiple information environments as
part of the construction of meaning and
understanding.
uImagine Digital Learning Innovation Laboratory	 Division of Student Learning
and the ePortfolio
ChallengeA redesign to transform a degree
from a collection of subjects into
an intentionally designed learning
experience….from a degree with
a portfolio requirement into a
portfolio enhanced learning
program where students graduate
with evidence of their personal
and professional capabilities in
their new discipline field.
DiDigital Scholarship
uImagine Digital Learning Innovation Laboratory	 Division of Student Learning
for an ePortfolio
approach
Opportunity for students to demonstrate
functioning knowledge in the context of the
intended learning outcomes for the subject or
course. This is a formative process.
uImagine Digital Learning Innovation Laboratory	 Division of Student Learning
• Assessments
• Digital artefacts
• Course specific learning experiences
• Professional engagement opportunities
• Incorporating digital literacies for 

working (and learning) online
uImagine Digital Learning Innovation Laboratory	 Division of Student Learning
Portfolios provide encouragement for reflection:
• Both the discipline and the freedom of structure,
allowing one to see one’s own work.
• Provides the opportunity to assess one’s own
strengths and weaknesses through examination
of a collection of examples and review of subject
experiences.
• This process of self assessment leads on to setting
goals for future development and professional
growth.
uImagine Digital Learning Innovation Laboratory	 Division of Student Learning
Reflective knowledge
construction.
Self-directed learning.
Lifelong learning.
uImagine Digital Learning Innovation Laboratory	 Division of Student Learning
Licensing is important to
understand, and having students
select how they want to license their
own work is a great way to get
students thinking about copyright,
reuse and attribution.
uImagine Digital Learning Innovation Laboratory	 Division of Student Learning
Digital affordances of the web.
Attribution & referencing.
Creative Commons.
Hyperlinks. Tags. Digital
literacy. Digital footprint.
uImagine Digital Learning Innovation Laboratory	 Division of Student Learning
Personal reflection and sharing
Specific responses to module topic areas
Integrated with assessment processes.
AUTHENTIC learning
• Communication
–sharing thoughts, questions, ideas and
solutions
• Curation
–collecting and reflecting on what we encounter
• Collaboration
–working together to reach a goal
–putting talent, expertise and ‘smarts’ to work
• Critical thinking
–looking at problems in a new way
–linking learning across subjects and disciplines
• Creativity
–trying new approaches to get things done
–innovation and invention
https://www.futurelearn.com/learning-guide
Think critically, question fearlessly, reflect personally
uImagine Digital Learning Innovation Laboratory	 Division of Student Learning
uImagine Digital Learning Innovation Laboratory	 Division of Student Learning
Quality Portfolios
for learning innovation
Collaborative assessment
Professional models
Multimedia artefact
Multimedia artefact
Digital environments
Workplace learning
Reflection
Reflexivity
Digital Scholarship powered by reflection and reflective practice through the use of an ePortfolio approach to course design in Higher Education
heyjudeonline
Judy O’Connell
http://judyoconnell.com
Judy O’Connell
juoconnell@csu.edu.au

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Digital Scholarship powered by reflection and reflective practice through the use of an ePortfolio approach to course design in Higher Education

  • 1. Judy O’Connell Quality Learning and Teaching Leader | Online Faculty of Science uImagine Digital Learning Innovation Laboratory Division of Student Learning and the ePortfolio DiDigital Scholarship 28 September, 2016
  • 2. CHARLES STURT UNIVERSITY uImagine Digital Learning Innovation Laboratory Division of Student Learning Digital scholarship powered by reflection and reflective practice through the use of an ePortfolio approach to course design in Higher Education. Current online information environments and the associated social and pedagogical transactions within them create an important information ecosystem that can and should influence and shape the professional engagement and digital scholarship within our learning communities in the higher education sector. flickr photo by omran.jamal https://flickr.com/photos/62855773@N08/10757491534 shared under a Creative Commons (BY) license While practical recommendations for a wide variety of ways of working with current online technologies are easily marketed and readily adopted, there is insufficient connection to digital scholarship practices in the creation of meaning and knowledge through more traditional approaches to the ‘portfolio’
  • 3. uImagine Digital Learning Innovation Laboratory Division of Student Learning DiDigital Scholarship
  • 4. The current generation of academic degree programs which are delivered fully online has resulted in a strong move to creating pedagogically enriched learning design within technology-rich contexts to support and improve learning experiences. Learning in a digital age requires practitioners who understand education imperatives in local and global settings, and who can demonstrate an agile response to novel technologies that may catalyse learning. flickr photo by Mathias Appel https://flickr.com/photos/mathiasappel/9035208079 shared under a Creative Commons (CC0) license
  • 5. The proliferation of digital content is part of a significant change in scholarly communication.
  • 6. FACULTY OF EDUCATION uImagine Digital Learning Innovation Laboratory Division of Student Learning Digital scholarship is valued for openness or open access within the boundaries of open data, open publishing, open education and open boundaries ….
  • 7. …and for utilising participatory or collective ways of thinking. uImagine Digital Learning Innovation Laboratory Division of Student Learning
  • 8. Davies, A., Fidler, D., & Gorbis, M. (2011). Future work skills 2020. http://www.iftf.org/our-work/global-landscape/work/future-work-skills-2020/ uImagine Digital Learning Innovation Laboratory Division of Student Learning
  • 9. FACULTY OF EDUCATION uImagine Digital Learning Innovation Laboratory Division of Student Learning Digital literacy can enable digital scholarship, but the nature of digital scholarship is dependent on emergent practices, processes and procedures of scholarly communication and digital literacy capabilities.
  • 10. 10 The impact of technology has emerged as complicated and disruptive while being highly relevant and transformative.
  • 12. Our work as educators has to centre on helping to meet the scholarship and future learning needs within courses/programs by fostering a culture of enquiry in a sustainable digital learning environment that is shaped by: • ubiquity of information • globally responsive pedagogical practices • driven by collaboration and informal learning • using multiple access points • using multiple mediums. uImagine Digital Learning Innovation Laboratory Division of Student Learning
  • 13. uImagine Digital Learning Innovation Laboratory Division of Student Learning
  • 15. 15 It is simplistic to migrate a pre-digital taxonomy to a digital environment and to ignore the function of and relationship to digital scholarship as a critical component of reflective practice. uImagine Digital Learning Innovation Laboratory Division of Student Learning
  • 16. When it comes to online learning, it is understood that interaction with others (peers and instructors) is a highly important variable in successful learning experiences within the online learning environment, particularly when coupled with the need for students to achieve self-regulation between their own knowledge/ experiences and the content of a subject. uImagine Digital Learning Innovation Laboratory Division of Student Learning
  • 17. This reflective practice, which assists in assembling knowledge and experience in meaningful ways, can be facilitated by the use of an ePortfolio, and may facilitate independent learning, development of identity, a sense of empowerment, greater awareness of self, and promote active engagement in future oriented professional practice. uImagine Digital Learning Innovation Laboratory Division of Student Learning
  • 18. The digital information environment in which an ePortfolio is situated is one that demands a new knowledge flow between content and digital connections. uImagine Digital Learning Innovation Laboratory Division of Student Learning
  • 19. Academics (as teachers) need to support and nurture learners to learn within connected and collaborative learning environments, to lead purposeful and corrective discourse in relation to multiple information environments as part of the construction of meaning and understanding. uImagine Digital Learning Innovation Laboratory Division of Student Learning
  • 20. and the ePortfolio ChallengeA redesign to transform a degree from a collection of subjects into an intentionally designed learning experience….from a degree with a portfolio requirement into a portfolio enhanced learning program where students graduate with evidence of their personal and professional capabilities in their new discipline field. DiDigital Scholarship uImagine Digital Learning Innovation Laboratory Division of Student Learning
  • 22. Opportunity for students to demonstrate functioning knowledge in the context of the intended learning outcomes for the subject or course. This is a formative process. uImagine Digital Learning Innovation Laboratory Division of Student Learning
  • 23. • Assessments • Digital artefacts • Course specific learning experiences • Professional engagement opportunities • Incorporating digital literacies for 
 working (and learning) online uImagine Digital Learning Innovation Laboratory Division of Student Learning
  • 24. Portfolios provide encouragement for reflection: • Both the discipline and the freedom of structure, allowing one to see one’s own work. • Provides the opportunity to assess one’s own strengths and weaknesses through examination of a collection of examples and review of subject experiences. • This process of self assessment leads on to setting goals for future development and professional growth. uImagine Digital Learning Innovation Laboratory Division of Student Learning
  • 25. Reflective knowledge construction. Self-directed learning. Lifelong learning. uImagine Digital Learning Innovation Laboratory Division of Student Learning
  • 26. Licensing is important to understand, and having students select how they want to license their own work is a great way to get students thinking about copyright, reuse and attribution. uImagine Digital Learning Innovation Laboratory Division of Student Learning
  • 27. Digital affordances of the web. Attribution & referencing. Creative Commons. Hyperlinks. Tags. Digital literacy. Digital footprint. uImagine Digital Learning Innovation Laboratory Division of Student Learning
  • 28. Personal reflection and sharing Specific responses to module topic areas Integrated with assessment processes. AUTHENTIC learning
  • 29. • Communication –sharing thoughts, questions, ideas and solutions • Curation –collecting and reflecting on what we encounter • Collaboration –working together to reach a goal –putting talent, expertise and ‘smarts’ to work • Critical thinking –looking at problems in a new way –linking learning across subjects and disciplines • Creativity –trying new approaches to get things done –innovation and invention
  • 30. https://www.futurelearn.com/learning-guide Think critically, question fearlessly, reflect personally uImagine Digital Learning Innovation Laboratory Division of Student Learning
  • 31. uImagine Digital Learning Innovation Laboratory Division of Student Learning