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Eportfolio Feasability Project
This document summarizes an ePortfolio feasibility project at the University of the Sunshine Coast. The project aims to (1) investigate stakeholder needs, (2) develop criteria for an ePortfolio system, (3) investigate software options, and (4) provide recommendations. Data collection methods include surveys, workshops, and software trials over a six month period. Early observations found interest from professional degrees in using ePortfolios for competencies, accreditation and professional development, though support will be needed. The project seeks to analyze collected data, develop criteria, and provide a final report with recommendations.
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Eportfolio Feasability Project
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- 4. Context to Project •Developments in the use of ePortfolios in the Australian higher education sector have advanced rapidly in recent years. • ePortfolios Australia Conferences • A number of ALTC (now OLT) projects • USC -assessing and assuring of graduate outcomes and uses in work integrated learning experiences are areas of interest
- 5. Four Project Aims a.Investigate purposes USC community require from an ePortfolio system b. Develop set of criteria of functional requirements
- 6. Aims of theProject (cont.) c. Investigate appropriate software apps d. To provide future recommendations for ePortfolio use
- 7. Human Ethics Approval To share project findings we have human ethics approval No. A/12/408
- 8. Project Timeline OverSix Months Develop Application L&T New data Literature Software Analyze Develop Write project ethics Week collection search trials data criteria report plan approval Activities methods
- 9. Value of anePortfolio • Potentially ePortfolios can meet diverse needs • Internal and external stakeholders • Require multiple ePortfolio purposes, presentations and audiences at different times (Joyes et al. 2010: 17)
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- 11. Email Interest Group •All staff email sent out initially • Diverse number of responses • Within this group – volunteers to trial ePortfolio software packages • Feedback/showcase event to come
- 12. Early Data Collection Survey Intranet info Academic & case Poster studies Learning & Teaching Week Data Collection Strategies Roundtable Info Booth Informal Conversations
- 13. Early Observations Different levelsof understanding about ePortfolios. 1. What is an ePortfolio? 2. Interested but questions 3. See value but inexperienced in use 4. Staff (students?) who have previously used ePortfolios successfully.
- 14. Ongoing & NewData Collection Ongoing New Actions Intranet Information Presentations at Program Team Meetings Survey Online Billboard Posters Around Campus Conversations Software Trial One Month Email Interest Group Showcase Event Going to Workshops Functionality Testing
- 15. Who is interestedin ePs? • Mostly ‘professional’ degrees e.g. - nursing - occupational therapy - teaching - urban planning - science (vocationally directed) • One degree with vast diversity in subject choice
- 16. Discussion • Tool tocapture transformational learning • Evidence for competencies, accreditation and professional development • Strong need for teacher/student support • Robust and flexible software
- 17. What’s Next? • Finishsoftware trial – feedback event • Analyze data • Develop criteria & test functionality • Write final report including recommendations • Disseminate results
- 18. Questions in theBack of My Mind • Initial excitement about potential of ePortfolios then – • Hard work begins – “Does the bubble burst?” ??????
- 19. Questions in theBack of My Mind Talking to others involved in ePortfolios: • Are resources available? • Is there institutional will? ??????
- 20. Contact Details If youwould like further information please contact: Christine Slade, ePortfolio Feasibility Project Manager University of the Sunshine Coast Email: cslade@usc.edu.au
Editor's Notes
- #10 EPortfolios are a tool that has the potential to meet diverse needs within learning and teaching in higher education. Interest drivers can come from external and internal stakeholders, therefore requiring multiple ePortfolio purposes, presentations and audiences at different times (Joyes et al. 2010: 17) as exemplified in Figure 2. For example through ePortfolio use:- Individual students can enable their personal learning over the duration of their degree and provide evidence of graduate attributes, employability and continued professional development to selected audiences. Opportunity can be provided at a course and/or program level for creative and individual assessment, especially pertinent in experiential learning and work-integrated learning environments as well as in blended learning initiatives. Institutions can provide evidence of student transformational learning over time to support graduate attribute attainment and the requirements of external learning and teaching standards.