Susie Macfarlane from Deakin University's School of Exercise and Nutrition Sciences gave a presentation on teaching and learning progress and developments in the SENS school. She discussed several initiatives including the development of a digital toolkit for staff, implementation of ePortfolios, use of video and multimedia, creation of eLearning modules using Articulate Storyline, and development of rubrics. Case studies were presented on early pilots of ePortfolio implementation in specific courses. Plans for further course-wide integration of ePortfolios were discussed.

1. EXERCISE SCIENCE COURSE TEAM DAY
Deakin City Centre,
November 11 2013
SENS TEACHING AND LEARNING
PROGRESS AND DEVELOPMENTS
SLIDES ARE AT WWW.SLIDESHARE.NET/SUSIEMAC
Susie Macfarlane
School of Exercise and Nutrition Sciences
Deakin University
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2. Current Progress
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Digital Toolkit
ePortfolio
Video and multimedia
eLearning with Articulate Storyline
Rubrics
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3. Digital toolkit
• Started August 2012, 12 modules
• Encourage all staff and new recruits to
complete at own pace
• Outcomes now evident across schools
• Not too late, all welcome
• Best to undertake in
teams
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4. Digital Toolkit Outcomes
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5. Student engagement: course
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6. Student engagement: unit
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7. Alumni engagement
• Facebook: Masters Exercise Physiology
• LinkedIn:
• Dietetics (in planning)
• Food Science and Nutrition
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8. Partner and community engagement
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9. Partner and community engagement
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10. Partner and community engagement
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11. SENS networked ePortfolio project phases
1.
2.
3.
4.
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6.
7.
Planning and prioritising
Resource development
Networked innovation
Pilot projects implementing ePortfolio
Mentoring: Helen Chen
Dissemination
Course Planning
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12. SENS ePortfolio project
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14. ePortfolio process
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15. ePortfolio training program in CloudDeakin
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16. Networked innovation
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17. Helen Chen
Recommended eP implementation
strategies
1.
2.
3.
4.
Small groups, low risk engagement, mixed
Long timelines to reduce pressure
Scaffold students  Lifelong learners
Engage accrediting bodies and employers
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18. Pilot Implementation
Case study #1
Mark Lawrence
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19. PROFESSIONAL COMPETENCIES FOR
PUBLIC HEALTH NUTRITIONISTS
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20. SELF EVALUATION ACTIVITY (BASELINE)
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21. SELF EVALUATION ACTIVITY (POST)
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22. SELF EVALUATION ACTIVITY
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23. EXAMPLE PORTFOLIO ARTEFACT
(COMPETENCY = ADVOCACY)
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24. Student CloudDeakin Portfolio presentation
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25. STUDENT TESTIMONY
Hi Mark,
Just a quick note to thank you and the team that prepared the subject. It
was very confronting, liberating, interesting and satisfying to fill the first
part of the e-Portfolio.
It has been very interesting to have to take time to reflect and search
about career paths, real opportunities, starting point.
I know my goals (now I am aware that I knew them already, now they are
very present), but didn't know how to get there from where I am. I have
been able to plan a path much in the same way that you do plan for a
project. I have yet to do risk assessment, and alternative pathways, in case
one path fails.
Good fun on my most serious project, my career path.
Thank you
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26. Pilot Implementation
Case study #2
Alison Booth
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27. Pilot project
Process
• Tailor existing assignment
• Example
• Demonstrations
• ‘How to’ resources
• More required for individual assessment tasks
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28. CRICOS Provider Code: 00113B

29. Pilot project
Outcomes
• Student engagement and Interest
• Pride in the assessment task
Challenges
• Technically not intuitive: challenging
• Restricted creativity
• Lack of integration with Turnitin
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30. Pilot project
Requirements
• Student resources and support
• Clarity of instructions
Future use
• Reflective space
• Peer feedback
• Link learning to learning outcomes
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31. Claire Margerison: Course Planning
Goals:
1. For most of the course team to have undertaken
the ePortfolio training modules by T1 2014
2. Then we can, as a team, plan for
implementation of ePortfolio over the course
3. With the overall aim for the students to see it as
a professional development tool not as “just” an
assessment task for a unit
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32. Course level integration
Masters of Dietetics
• 160+ DAA performance criteria level
competencies
eg. 9.2.3 “demonstrates consistent, reflective
practice in collaboration with peers and mentors”
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33. Course enhancement strategy
1. Design eP learning and assessment tasks with a
student focussed and course wide approach
2. Integrate with Course Enhancement process
3. Focus on feedback and self and peer evaluation
(Boud)
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34. Course level eP will allow:
1. Collection of evidence of meeting the competencies
2. Reflection on where students are sitting with
respect to competencies and their personal
learning
3. Individual goal setting towards meeting
competency
4. All of these will be progressive over the course of
the MDiet
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35. Video and multimedia
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36. Video for teaching
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Capture teaching activities
Flip the classroom: lab safety, concepts
Interview practitioners or researchers
Record student’s presentations
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38. Video for promotion & partnerships
• Record school events
• Record students’ presentations
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40. Video for learning
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Assessment tasks
Demonstrate learning
Interview practitioners or researchers
Record their presentations
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41. EXAMPLE PORTFOLIO ARTEFACT
(COMPETENCY = ADVOCACY)
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42. Youtube
Click image
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43. Simona Cicerale, eLearning assistant
Simona can assist with
• Filming, photography, locating resources
• training in filming and editing
Contact me to organise
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44. Video for research
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Video abstracts
Reporting
Dissemination or campaigning
Research recruitment
Networking and partnership promotion
eg. Dan’s video
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45. Journal video abstract
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47. Conference video abstract
Dr Gavin Abbott
Gavin received the Early Career Presentation
Award in the Population Health and Policy
category at the Australian and New Zealand
Obesity Society (ANZOS) conference
"Explaining educational disparities in
adiposity: The role of neighbourhood
environments".
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49. Crowdsourcing
Behaviour change intervention
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Odenplan, Sweden

50. Course Enhancement
• Evidence portfolio useful to identify gaps
in assessment or LOs
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51. Course enhancement
• Select areas to work on
• Choose one area strategic for unit or
course
• Negotiate focus and type of
resources provided
• Check with Susie re school resources
• Negotiate timelines
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52. eLearning resources
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53. Simona Cicerale, eLearning assistant
Simona can assist with
• create eLearning resources in Articulate Storyline
• Training in Storyline
Contact me to organise
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56. School resources
• Software:
• Storyline is a professional eLearning tool.
• Over $800 per license - 25 licenses
• Simona train you in software
• Detailed guide to Storyline
• Work with Susie on Learning Design
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57. Rubrics
University, Faculty and School focus
1. Articulate what learner can do (with what they
know)
2. Performance levels clearly defined
3. Align learning goals and assessments
• Align assessment to Unit Learning Outcomes
• Align assessment to Course Learning Outcomes
• Align assessment to Graduate Learning Outcomes
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58. MOOCs (Massive Open Online Courses)
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59. MOOCs
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60. MOOCs
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61. Scholarship of Teaching and Learning
EVALUATION
• Most of our current teaching and assessment practices are not
evidence based (and in some cases continue despite evidence
for their lack of effectiveness – e.g feedback)
• Many international research findings are not relevant to the
Australian context, our teaching and our students
• Useful to evaluate the impact of existing and emerging teaching
practices
• Consider allocating a percentage of course enhancement
activities and funds to lit review and evaluation
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62. Dissemination
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63. Dissemination
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64. Scholarship of Teaching and Learning
DISSEMINATION
• Consider Deakin Learning conference
• Your discipline conferences
• Explore publication or presenting at Education
conferences such as HERDSA in Melbourne 2015
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65. CRICOS Provider Code: 00113B

66. Meta analysis
• 1990 – 2009
• 125 studies, over 20 000 students
• 70% of cases, DE students > traditional in
Final Academic Performance
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67. CRICOS Provider Code: 00113B

68. Next steps?
• Digital toolkit (Work through blog)
• Undertake ePortfolio modules in 3s (contact Susie)
• Choose an area to work on in your unit or at a
course level
• Adapt Assessment to develop a less represented GLO
• Develop Rubrics
• E.g create videos to explain key concepts
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69. Resources
Helen Chen: ePortfolios resources
Light, T.P; Chen, Helen L.; Ittelson, John C. Documenting Learning with
ePortfolios : A Guide for College Instructors [e-book]. Hoboken:
Wiley; 2011 [cited 2013 Oct 15]. Available from: Deakin University
Ebook Library
Chen, H.L. (2013, September 3). Making the Case for ePortfolios in the
Age of MOOCs, DIY Education, and the Quality Agenda. Invited
presentation given at the Assessing and Accrediting Graduate
Capabilities in the 21C Symposium, Deakin University, Melbourne,
Australia. https://pathbrite.com/portfolio/PLTNcPTpg/2013-deakinsymposium-eportfolio-resources/item/PLTNcPTpgfPv9RM
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70. Resources
AAEEBL: Association for Authentic, Experiential and
Evidence-based learning www.aaeebl.org
EPAC Community of Practice http://epac.pbworks.com
ePortfolio Exemplars
• https://eportfolio.vt.edu/gallery/DeptsProgs/hnfedieteticsgaller
y.html
• http://www.youtube.com/watch?v=224t__XuS3Y
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