The document reports on the progress of the SENS ePortfolio project within the Food and Nutrition course at Deakin University, detailing phases of development, pilot project outcomes, and identified challenges. It emphasizes the importance of ePortfolios for student engagement, reflective learning, and evidence of achievement while discussing recommended strategies for implementation. Next steps include developing training modules and integrating ePortfolios into course planning to enhance learning efficiency.

1. SENS EPORTFOLIO PROJECT
PROGRESS REPORT
Food and Nutrition course team meetings
October 15 2013
Susie Macfarlane
School of Exercise and Nutrition Sciences
Deakin University
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2. ePortfolio process
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3. ePortfolio in Desire2Learn
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4. Student D2L ePortfolio presentation
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5. Why ePortfolios?
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Reflective space
Sharing and feedback space
Evidence of learning
Evidence of achievement
Student ownership of learning and assessment
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6. Phases of SENS ePortfolio project
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2.
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4.
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Team-based professional development
Pilot projects implementing ePortfolio
Meeting with Helen Chen
Dissemination
Course Planning
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7. Professional development
SENS ePortfolio training site in D2L
Experiential, active learning
Staff participate in role based activities
• Student
• Teacher
• Course design
15 modules, 5 modules each role
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9. Pilot projects
Outcomes:
• Student engagement
• Easy to link learning to learning outcomes
• Reflective space
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10. Pilot projects
Challenges:
• Technically not intuitive: challenging
• Lack of integration with Turnitin
• Restricted creativity
Requirements:
• Student resources and support
• Clarity of instructions
• Limited choices
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11. Helen Chen
Recommended eP implementation
strategies
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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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13. Helen Chen
Nutrition and dietetics exemplars
Example 1
Virginia tech Human Nutrition, Foods and Exercise
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14. Dissemination
• SENS teaching seminars
• Deakin Learning conference
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15. Course Planning
• Goal for most of the course team to have
undertaken ePortfolio training modules by
T1 2014
• Then course teams can plan course level
implementation of ePortfolio
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16. ePortfolio thinking
Evidence of achievement can be situated:
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Profiles on LinkedIn, Academia.edu
Websites and blogs: Blogger, Weebly
Presentations on Slideshare
Videos on YouTube
Portfolio tools like Pathbrite

17. Helen Chen’s profile on Pathbrite
Click
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18. Weebly portfolio
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19. Youtube
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20. Slideshare
Click
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21. ePortfolio thinking
Authentic assessment tasks
- Wikipedia edits, Open Peer review
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22. Open peer review
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23. Wikipedia editing
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24. Next steps
• Susie to develop Teacher and Course modules for
SENS ePortfolio training site
• Simona and Susie to develop student eP resources
Course team:
• Design eP learning and assessment tasks with a
student focussed and course wide approach
• Integrate with Course Enhancement process and
focus on Feedback
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25. Digital presence/Auto CV
There are now tools that allow
you to integrate existing online
information to present your online
profile
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26. Visualise me
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27. Vizify
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28. Resources
eBook
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
Presentation:
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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29. 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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