Kehrwald Sloan2011
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This document discusses programmatic approaches to integrating e-portfolios across university programs. It describes a process for identifying pilot programs, mapping program and course structures to find opportunities for e-portfolio use, developing support materials, and implementing e-portfolios. Examples are provided of how e-portfolios have been integrated into specific courses in programs like property management and occupational therapy. Lessons learned emphasize selecting programs carefully, managing expectations of time and resources needed, and gaining support from academic leaders.
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Kehrwald Sloan2011
- 1. Programmatic approaches to e-portfolio integration: Experiences from across the university Benjamin Kehrwald Stuart Dinmore George Bradford Learning and Teaching Unit, University of South Australia
- 3. I am a: University administrator Team leader for instructional designers (or similar) Instructional designer (or similar) Teaching academic Interested other (?)
- 4. My department/college/unit is Using ePortfolios across the board Trying to implement ePortfolios Thinking about using ePortfolios Telling me to find out all I can about ePortfolios at Sloan-C Not engaged with ePortfolios Exhausted by ideas prefixed by ‘e’
- 6. We just spent $10M on our new personalised learning environment. ...when does the magic start?
- 7. Focus on ePortfolios How do we support the use ePortfolios? widely? effectively? consistently? as part of everyday learning and teaching? integrated into existing good practices? in innovative ways?
- 8. ...the implementation of ePortfolios in the curriculum will only be effective if they are integral to the learning activities or the assessment and if they have a specific and integrated purpose. Hallam, G, Harper, W, McCowan, C, Hauville, K, McAllister, L, & Creagh, T. (2008) ePortfolio use by university students in Australia: Informing excellence in policy and practice, Australian Learning and Teaching Council.
- 9. Programmatic Moving beyond Implementation in-course activity Holism: understanding Shared ownership relationships between courses, modules, activity The program Focus on students’ Shared practices experiences within a program of study Shared Collaborative understandings academic practice
- 10. The process 1. Identification of eP development candidate programs 2. Program mapping 3. Identification of opportunities for eP use (courses, key stakeholders) and rationales (pedagogical, practical, etc) 4. Course mapping & Identification of eP tasks 5. Materials development 6. Teaching 7. Evaluation
- 11. Identification of programs Practical Pedagogical indicators indicators Size of the program Students work with rich media Future viability of the program Students generate artefacts regularly Reflective practice is a feature of Program Directors to lead in the project student activity Staff willing & able to engage with There are professional competencies technology associated with credentialing Practical components to the program Cohesive program structures which can be supported with eP use
- 12. Program Mapping • Explicate structure, content, progression • Map against – Assessment – Professional requirements – Program-related extra-curriculars – ‘and other’ • Develop rationales • Generate eP implementation blueprint
- 13. Opportunities to integrate ePs Professional credentialing Professional Formative profiling/ processes/ Career feedback development Creating records Opportunities for of activity or feedback accomplishment Assessment eP Mentoring (out of course)
- 14. Course Mapping
- 15. Course Mapping Explicit links between intended activity and eP use – Formative work – Collaborative tasks – Assessments – Creating, collecting and organising artefacts – Reflection Identification of eP tasks
- 16. Materials development • Electronic study materials (OLE) – Task descriptions – Technical or procedural support • Templates, pages (eP) • Exemplars • Teaching notes
- 17. Our pilot programs • Property Management • Occupational Therapy • Medical Radiation • Visual Arts* • Ecology*
- 18. Property Sem 1 Sem 2 Extra Notes Y1 1 course + Y2 4 course + Y3 5 courses + OT Sem 1 Sem 2 Extra Notes Y1 3 course Y2 4 course + Y3 6 courses+ Y4 5 courses+ Med Rad Sem 1 Sem 2 Extra Notes Y1 2 course s Y2 4 courses Y3 8 courses Y4 8 courses Heavy use- in assessments, directed learning activity Limited use – optional use, independent activity
- 19. Examples
- 20. Building Faults Report (Property) Formative task: Assessment: Report on one Feedback Create a portfolio building fault of 5 faults • In eP, provide 400 • Text feedback in eP • Can incorporate word report • Formative, informs formative example • Include Identity, assignment work • Formal report, Cause, Fix, Cost • Limited scope outside of eP, but can • Include Images • From teacher be uploaded for • Include reference showcase to source material
- 21. Electronic Poster (Med Rad) Posters Peer Student create Face-to-face uploaded to eP assessment of posters poster defence for feedback posters • Group work • Poster pages, one • In eP, via star rating • Questions, • Hard copy posters, per group and text discussion and digitized • Can be linked to teacher feedback individual f2f portfolios
- 22. Reflective Video Portfolio (OT) All or some of Perform clinical Reflect on Feedback on the page can be practice on performance performance kept in personal video (text) portfolio • Upload video to eP • Add reflection to the • Teaching staff to • Students decide page, page with video view video, read what to include in • make available to reflection, provide their portfolio and others feedback what to display
- 23. Lessons Learned Be upfront about the costs • Time • Money • Meetings • Support
- 24. Lessons Learned Balance realistic estimates against the fear factor ...don’t scare people away
- 25. Lessons Learned Pick your punches eP’s don’t fit everywhere – Choose programs carefully – Be explicit about goals and keep the focus Many academics aren’t familiar with ePs – Work the process as an educative opportunity
- 26. Lessons Learned Get managers and leaders onside – Heads of school/department – Program directors – Teaching champions – Technology champions – Student representatives Share leadership
Editor's Notes
- If you’re like me, you may be asking yourself this question...Help me get a sense of the audience by raising a hand for the following questions
- Raise hands for all that apply
- Raise hands for all that apply
- Ok, on to ePortfolios...Some of you may be familiar with this scenario...E-learning in general and ePortfolios in particular are sometimes touted like these magic beans...
- So, inevitably, university leaders find themselves asking questions like this oneAt UniSA, we recently spent $10M on our new system to support technology enhanced learning. Eportfolios are one of the key pieces of that...
- ...and so we were confronted by these sorts of questions, many of which may be familiar to you
- In developing a strategy to implement ePortfolios, we kept coming back to the sentiments of this quoteTherefore, we opted for a programmatic approach to eP implementation
- By focusing on the program, we hope to achieve these other characteristics in our eP implementationMoving beyond in-course activityHolism: understanding relationships between courses, modules, activityFocus on students’ experiences within a program of studyCollaborative academic practiceShared understandingsShared practicesShared ownership
- The process we used was informed by our experience with instructional design processesMoving from general to specific and from abstract (concepts, designs) to concrete (materials development, day-to-day teaching)The line represents where we are at the moment in the processThe next few slides unpack the process a little...
- First, we had to identify the programs we wanted to work with.We were aware that ePortfolios are not a good fit for every program and we didn’t want to find ourselves in the situation of forcing ePs into programs (child with a hammer)Practical indicatorsSize of the programFuture viability of the programProgram Directors to lead in the projectStaff willing & able to engage with technologyCohesive program structuresPedagogical indicatorsStudents work with rich mediaThere are professional competencies associated with credentialingStudents generate artefacts regularlyReflective practice is a feature of student activityPractical components to the program which can be supported with eP use
- Next was a process to map each program to better understand the opportunities to integrate ePs. Generally, this was done by working through a likely enrolment pattern by students, starting with the first year and working through to graduation.There were several lenses that we used to identify opportunities for the integration of ePs: assessment points, professional requirements associated with many of our professional degrees, discipline specific extra curricular activity and ‘other’ activities that help students identify and record learning outside of courses.For each opportunity we identified to use ePortfolios, we had to make a choice to take the opportunity or not...and that choice was informed by the development of an explicit rationale (pedagogical, practical or other)At the end of the process, we generated a program map which identified all of the points which we wanted to integrate ePs, with a rationale for doing so, a list of the key parties invovled...this formed the blueprint of our implementation project
- Explicit links between intended activity and eP useFormative workCollaborative tasksAssessmentsCreating, collecting and organising artefactsReflectionIdentification of eP tasks
- Balance the need to be upfront about resourcing (time, money) with a need not to scare people off