This document discusses a study on implementing e-portfolios into the first year of university courses. It describes how e-portfolios were embedded into specific courses to serve purposes like development, reflection, assessment at different levels. In the first year, e-portfolios focused on reflection of graduate attributes, creating a learning contract, and reflecting on course outcomes. The study found the course-level focus helped students engage with e-portfolios in ways that provided insight for academics and value for both teaching and future learning.

1. Starting with the End in
Sight: First Year
Outcomes of a Course-
Embedded e-portfolio
Jenni Munday & Mike Keppell
Murray School of Education
The Flexible Learning Institute
Charles Sturt University
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2. Overview
❖ Thinking space - FLI Fellowship
❖ Types and purposes of e-portfolios
❖ Triple loop of learning
❖ Course/degree-based embedding
❖ Designing for different purposes across year levels
❖ First year implementation
❖ Types of tools considered
❖ Pebblepad Walkabout
❖ Second year implementation
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3. Providing thinking space
❖ The Teaching Fellowship Scheme provides a 50%
release from regular duties over a 12 month period.
❖ Aims: The support and encouragement of the
development of potential leaders across
multiple levels and multiple areas of the
university in line with the principles of
distributive leadership.
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4. Providing thinking space
❖ The facilitation of collaborative professional
relationships between the Flexible Learning
Institute and the various schools and faculties and
the strengthening of collaborative bonds between the
schools themselves.
❖ The proactive development of course and
subject relevant blended learning systems at
the university.
❖ The specific promotion and facilitation of CSU
Interact (inhouse LMS) as a pivotal teaching and
learning hub.
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5. Types and purposes of
eportfolios
❖ Assessment - formative and summative, learning-oriented,
feed-forward
❖ Showcase ‘best’ work to peers, teachers, potential
employers
❖ Development over time to show changes in thinking.
They also provide a ‘snapshot’ of capability at a certain
time.
❖ Reflective - personal and professional, critical/analytical as
opposed to descriptive
❖ Stefani, Mason & Pegler (2007)
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6. Course/degree embedding of
eportfolios
❖ Why course-based embedding was chosen as opposed to
activity or subject embedding.
❖ Different purposes of eportfoilos at different year levels
❖ 1st year - development/showcase/assessment
❖ 2nd year - reflection/assessment
❖ 3rd year - development - self-directed
❖ 4th year - showcase and leadership
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7. First year includes
❖ Reflection on Graduate Attributes, and what they
brought to University study
❖ Learning Contract: filling the perceived gaps – self-
directed learning
❖ Course outcomes – reflection on how 1st semester
study made steps towards achievement.
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8. !
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9. !
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10. !
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12. !
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13. Pebblepad Walkabout
h"ps://epor*olio.csu.edu.au/pebblepad/
webfolio.aspx?webfolioid=176512
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14. Adding professional
experience to the portfolio
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15. Including artefacts
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17. Conclusion
❖ Strength of the approach - focussed at the course level
❖ Different types of eportfolios have been used at strategic
points of the course
❖ Academics gain insight into student learning throughout
the course
❖ Teaching profession value and appreciate the student
eportfolio
❖ Students engage and value the eportfolio for their current
learning and into the future
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