Scaffolding reflective writing for the portfolio of evidence Jennifer Masters
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The ‘Portfolio of Evidence’ (PoE) is a requirement for every pre-service teacher in Australia. At UTAS, the concept is introduced to beginning students and is systematically embedded across units and semesters through assessment tasks. While the portfolio approach is well-aligned with teacher education, students can become over-whelmed with the perceived enormity of the task and develop the perception that the PoE is difficult and time consuming. This paper reports on an initiate to target ‘reflective writing’ as the key to portfolio success. The students are supported to write reflectively through a progressive workbook that breaks the process down into logical steps. This workbook culminates in a reflective report which is then submitted as a foundation artefact for the PoE. If a student can learn to reflect naturally and confidently on evidence, the process is likely to become second-nature and the PoE will become a strong representation of their learning journey.
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SLICCs – A flexible framework to deliver reflective experiential learning and...ePortfolios Australia
Student-Led, Individually-Created Courses (SLICCs) are a scalable and flexible experiential learning and assessment framework using an e-portfolio, awarding academic credit for experiential learning. The framework is based on five learning outcomes that students contextualise for themselves, with support from within the framework and feedback from faculty. These learning outcomes are stratified across the academic levels, through pre-honours, honours, masters, to professional doctorate. The framework provides the flexibility for faculty to offer boundaries to the learning experience, or for students to entirely define their own experience, bringing the extra-curricular into the formal curriculum. SLICCs are supported by a small team, and a comprehensive array of resources for students, tutors, faculty and administrators (more information available at http://www.ed.ac.uk/sliccs). SLICCs are now becoming well-established across the University of Edinburgh, with more than 20 courses using the framework, and there is increasing interest from other institutions in viewing and adopting the approach.2021 Eportfolio Shark Tank
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This document discusses possibilities for emerging structures and opportunities within ePortfolios Australia. It proposes establishing a Co-Lab focused on research with a global south theme. The Co-Lab would have a small core team to allow for effective governance and would involve multiple projects and an annual meeting. Co-Lab members would collaborate, co-design solutions, explore best practices, and showcase research. The Co-Lab would use a speculative inquiry model and think tank methodology to imagine alternative futures and solve challenges through an agile and responsive process.Selling a portfolio to first years Jenny McDonald
The presentation will outline the successes and challenges of introducing an electronic portfolio to first year students using MKM software. At the School of Medicine at Western Sydney University a portfolio was introduced to first year students in 2019 to promote self-regulated learning and skills in reflection. Student portfolios are reviewed and discussed with academic advisors. Curriculum design and teaching students, advisors and staff are critical to the successful implementation of a portfolio.
Building a Pandemic ePortfolio using the Karuta Open Source Portfolio 3.0 Jac...
Building a Pandemic ePortfolio using the Karuta Open Source Portfolio 3.0 Jac...ePortfolios Australia
"The coronavirus pandemic has dramatically changed the landscape of higher education. Over a short period of time, courses have moved online with students being required to adapt to new ways of learning.
Although many tools have been used to enhance the student learning experience, many researchers have long advocated a more holistic, personal, and integrative approach. As eloquently presented by Jenson and Treuer (2014), learning should be put in a much broader context where courses, co-curricular activities, internships, work, and personal experiences, contribute to what are called 20th century lifelong learning skills (collecting, self-regulating, reflecting, integrating, and collaborating).
The Pandemic ePortfolio is an illustration of this more integrative approach using Karuta 3.0, a simple and flexible open source ePortfolio tool supported by the Apereo Foundation. See how a simple yet powerful workflow has been designed to help students make sense of this difficult period.
Jill. D. Jenson and Paul Treuer (2014), Defining the e-Portfolio: What It is and Why it Matters, Change: The Magazine of Higher Learning, 46:2, 50-57, https://doi.org/10.1080/00091383.2014.897192."
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"A pre-service teacher education course has a dual purpose. It provides future teachers with the knowledge they require to teach, but it also must also serve to transform the student and enable them to become the teacher. This change of identity is not a sudden transition that happens when a student graduates, rather it needs to be embedded from the start of the course and then progressively developed throughout the learning journey.
This presentation describes how PebblePad workbooks are used in a curriculum content unit to scaffold students to write, speak and think as teachers. The workbooks contain assessment tasks with sequenced response pages containing guiding questions, hints and modelled construction. The tasks progress from simple to complex across the unit and include many opportunities for the student to practice the skills needed to develop their identity as a teacher. "
Portfolio Thinking: It Takes a Village Jacqui Patten
This document discusses the development and implementation of an online clinical placement tool called ENCAS at Edith Cowan University to replace a paper-based workbook. It was created to enhance the student experience, increase confidentiality, reduce costs, and support student development. It involved testing, piloting, and training a large team of academics, learning designers, professional staff, clinical facilitators, and over 3,000 students. Feedback was provided from this team and highlighted benefits like improved monitoring of placements and targeted student support, as well as challenges like timesheet management and using the multiple workspaces. The document emphasizes that successful implementation took a village of contributors.
New Spaces of Belonging: ePortfolios, Community and Digital Placemaking Brian...
New Spaces of Belonging: ePortfolios, Community and Digital Placemaking Brian...ePortfolios Australia
This document discusses the concepts of space, place and belonging in relation to ePortfolios. It argues that ePortfolios can be reimagined as permeable, flexible spaces that foster placemaking and belonging. When designed to give students ownership, control and agency, ePortfolios have the potential to become safe places where students can engage in self-authored learning and knowledge production. However, ePortfolio spaces are often constrained and act as anti-belonging environments due to issues like surveillance, limited access and lack of student control. The document proposes rethinking ePortfolio design through the lens of space and place to create environments that facilitate belonging, flexibility and student-driven inquiry.Lifelong Learning ePortfolios: a media-rich technology for capturing and evid...
Lifelong Learning ePortfolios: a media-rich technology for capturing and evid...ePortfolios Australia
This document provides an overview of an interactive workshop on using OB3 to create reflective practice portfolios for capturing learning experiences through formal, non-formal, and informal education. The workshop objectives are to introduce OB3, create media-rich documents, and develop elements for a reflective practice portfolio. OB3 is described as a personal learning environment that empowers users to produce and share media-rich content as part of their learning. Examples are given of how OB3 can be used for formal education, non-formal training, informal learning, and lifelong learning by allowing individuals to author and curate content that travels with them throughout their educational experiences.Lifelong Learning ePortfolios: a media-rich technology for capturing and evid...
Lifelong Learning ePortfolios: a media-rich technology for capturing and evid...ePortfolios Australia
OB3 – Beautiful Study for Lifelong Learning is a personal learning environment for creating and sharing content as part of informal, non-formal, and formal learning. Within minutes, individuals with basic technological skills (i.e. users of MS Office, internet browsers, and email applications) can author and share media-rich documents including hyperlinks, embedded discussions, videos, and/or audio-recordings. In the last two years, OB3 has been used to build ePortfolios for reflective practice in an MBA programme, and professional certification in a Midwifery programme. During the workshop, attendees will learn how to build an OB3 reflective practice portfolio. They will learn how to 1) capture their thoughts in writing, audio recordings, video, photos, hyperlinks, etc. to reflect on development areas; 2) keep private and personal records of their reflections as they happen; 3) email content and any attachments from their mobile devices directly to their portfolio; and 4) share selected sections of their reflections with other people as part of a course or co-creation for understanding project.
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- 2. The process of "portfolio-ing" “students can become over-whelmed with the perceived enormity of the task Jennifer Masters - University of Tasmania Created: 26-SEP-18 Last Modified: 07-OCT-18 Page: EPortfolios Australia Page 2 of 8 pages
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