This document discusses the process used by the University of Queensland to implement ePortfolios across its programs in a pedagogy-led manner. It began by examining current ePortfolio use, unpacking their pedagogical approach, and reviewing case studies. Their process involves meeting with programs, assessing readiness through surveys, discussing models of use, and configuring the ePortfolio based on pedagogical needs. They have onboarded many programs and continue expanding ePortfolio use based on lessons learned about allowing time for curriculum changes and using inconsistencies to break down silos.

1. Leading With Pedagogy
Sam Harris
Learning Designer:
ePortfolio

2. • Examine the “new” UQ ePortfolio
• Unpack our pedagogy-led process
• Review some case study examples
• Explore future directions
Leading With Pedagogy

3. 12 Schools included:
• HABS – School of Health and Rehabilitation Sciences
HABS – School of Dentistry
HABS – School of Pharmacy
HABS – School of Human Movement Studies
HABS – School of Nursing and Midwifery and Social Work
HABS – School of Psychology
• HASS – School of Education
HASS – School of Social Science
HASS – School of Communication and Arts
HASS – School of Historical and Philosophical Inquiry
• MEDS – Faculty of Medicine
MEDS – School of Public Health
And:
UQ Student Employability Centre
Initial Phase of the Project

4. Student Strategy
Project Timeline
Needs Analysis
Commenced in
Dec 2014
(3 months)
System Selection
(9 months)
Embed within
Curriculum
(Commenced Oct 2016)
The Pilot
(12 months)
We Are Here
TIG 2014 TIG 2015

5. System Selection
User Testing
The Pilot (2016)

6. Current Engagement Process
Request to
Meet
(form on
website)
Program
Readiness
Pedagogy Configuration Training
Community of
Practice

7. • Key Objectives
– Ensure that the ePortfolio will be used to enhance teaching and learning
outcomes
– Ascertain the Program’s intended use (within specified models)
– Demonstrate the ePortfolio functionality
– Provide a platform for Program-specific questions and answers
– Communicate the deployment process
• Guiding the process
– ePortfolio models of use
– Teaching & Learning Analysis survey
Program Readiness

8. ePortfolio Models of Use
Track Development
Tracks student performance across chosen performance indicators over
time. This can allow for student goal-setting and tracking (student-centred),
as well as effectively charting student progress against the Program learning
objectives, skills and competencies (teacher-centred).
Collaborate
Provides a platform for the creation of learning activities based
upon student collaborative production and peer assessment.
Reflect
Develops self- and peer-reflective practices within students. This
allows students to contextualise their work within their academic
and professional growth.
Showcase
Provides students with a means of presenting an array of
exemplary work. This can be used by the student after graduation
for professional accreditation, while seeking employment, and for
establishing an academic/professional identity.

9. Teaching & Learning Analysis Survey
1
0
2 2
1
0 0
1
0
2 2 2
3
0 0 0
4
2
5 5
6
2 2 2
7
8
5
6
5 5
3 3
6 6
4
3 3
11
13
12
0
2
4
6
8
10
12
14
Trackingstudent
performanceover
time
Studentgoal-setting
andtracking
Introducingor
expandingFormative
Assessmentand
feedback
Enhancedor
alternative
assessments
Studentcollaboration
inlearning
Developingstudent
reflectivepractices
Opportunitiesfor
studentsto
practice/demonstrate
skills,strategiesand
processes
Student
professional/academi
cidentityformation
Which of the following ePortfolio capabilities are you interested in? Please rate
from 1 (Not interested at all) to 5 (Extremely interested):
1 2 3 4 5

10. • Key Objectives
– Rework assessment tasks to optimise use of the ePortfolio, with a focus
on best teaching and learning practice
– Review, standardise and quality-assure rubrics
– Perform any required curriculum mapping, particularly for longitudinal
learning outcomes (professional competencies, graduate outcomes,
etc.)
• Guiding the process
– Mapping documentation
– T&L Resource packs
Pedagogy

11. ePortfolio Case Studies

12. Uses in Program
• Students create professional
portfolios for teacher
registration
• Students use the ePortfolio to
gather and organise resources
from their professional
placements
Benefits realised
• ePortfolios are initially
structured by the Program,
with greater student flexibility
as they progress
• The ePortfolio allows for a
greater variety of assessment
evidence: text, video, audio,
images and forms.
Master of Teaching (Primary)

13. Uses in Program
• Students submit assessment
and reflections while on
external placement
• Students’ professional
competencies are mapped and
tracked through the ePortfolio
Benefits realised
• Reduction in onerous tracking
of student assessment while
on external placement
• Acted as a catalyst for change,
leading to a standardisation of
reflective assessment
Bachelor of Pharmacy (Hons)

14. Uses in Program
• Students submit assessment
and reflections while on
external placement
• Students have a central hub
for growing a bank of
professional resources
Benefits realised
• Improvement in formative
assessment practices, through
facilitation of multiple,
cumulative submissions
• Better quality assurance of
external assessment, through
improved feedback guidance
Master of Speech Pathology Studies

15. Uses in Program
• Students submit assessment
to central location
• Program level outcomes are
mapped to course assessment
instruments
Benefits realised
• Provides a “next step” for
Program-level outcomes, with
real-time tracking of student
progress
• Precipitated discussions
regarding course assessment
standardisation
Bachelor of Criminology & Criminal Justice

16. • Faculty of Health & Behavioural Sciences
– Bachelor of Nursing [Semester 1]
– Bachelor of Midwifery [Semester 1]
– Bachelor of Nursing and Midwifery [Semester 1]
– Master of Nursing Studies [Semester 1]
– Master of Nurse Practitioner Studies [Semester 1]
– Bachelor of Pharmacy (Honours) [Semester 1]
– Graduate Certificate in Pharmacy Practice [Semester 1]
– Master of Dietetics Studies [Semester 1]
– Bachelor of Dental Science (Honours)
– Master of Speech Pathology Studies
– Master of Occupational Therapy Studies
– Master of Business Psychology
• Faculty of Humanities & Social Sciences
– Bachelor of Arts (WRIT3613 Making History)
– Bachelor of Criminology & Criminal Justice (Honours)
– Master of Teaching (Primary) [Semester 1]
• Faculty of Medicine
– Doctor of Medicine (Pilot)
– Bachelor of Health Sciences
Onboarding 20 Programs in 2017
• Faculty of Engineering, Architecture &
Information Technology
– Bachelor of Engineering (Honours) & Master
of Engineering: Professional Experience
• Faculty of Business, Economics &
Law
– Master of Business (MGTS7621 Career
Transition)
• Faculty of Science
– Bachelor of Veterinary Science (Pilot)

17. • Faculty of Health & Behavioural Sciences
– Master of Audiology Studies
– Bachelor of Physiotherapy (Honours)
– Bachelor of Health, Sport & Physical Education
– Bachelor of Social Work
– Master of Social Work Studies
– Master of Psychology
– Bachelor of Speech Pathology Studies
• Faculty of Humanities & Social Sciences
– Bachelor of Music
• Faculty of Medicine
– Doctor of Medicine
Onboarding 17 Programs in Sem 1 2018
• Faculty of Engineering, Architecture &
Information Technology
– Bachelor of Engineering (Honours)
• Faculty of Business, Economics &
Law
– Master of Tourism, Hospitality & Event
Management (TOUR7040 Professional
Experience)
• Faculty of Science
– Bachelor of Veterinary Science
– Bachelor of Veterinary Technology
– Bachelor of Sustainable Agriculture
– Bachelor of Equine Science
– Bachelor of Wildlife Science
– Bachelor of Occupational Health & Safety
Science

18. Have a process… and
stick to it!
Define potential benefits,
then ask prospective
users to choose from the
potential affordances.
Advertise from multiple
angles.
ePortfolios are an
atypical IT
implementation; lead
times are very long, as
T&L practice has to be
modified.
Exposed inconsistencies
are opportunities:
ePortfolios break down
silos.
Lessons Learned

19. Project Sponsor: Professor Sarah Roberts-Thomson
Project Managers: Tamara Pratt, Renee Golding & Greta Scott-Hunter
Project Team:
Jessica Tsai
Dr Sam McKenzie
Elizabeth Wardrop
Ailsa Dickie
Nathan La Burniy
Sam Harris
Special thanks to Dr Christine Slade for her support and guidance.
Project Team (Past & Present)