The journey of implementing the right digital platform for a student-centred, pedagogy-driven, and employability-focused lifelong learning Panos Vlachopoulos Arda Tezcan Gai Ramesh Emer

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"Macquarie University worked with students, academics, and major industry partners including the NSW Government, Accenture, Hays, EY, Deloitte, Adobe, and CBA in reimagining the Bachelor of Arts degree which won the Employability Award at the Australian Financial Review (AFR) Higher Education Awards 2020. The outcome of this voyage resulted in the creation of an innovative, transformative, and capability-driven Transferable Skills Framework that is embodied in the curriculum by integrating lifelong learning aspects with a strong emphasis on pedagogy, employability, and digital fluency. To deliver these aspects, the University conducted a comprehensive technology landscape assessment which followed an enterprise-level implementation of a digital ePortfolio platform. A digital ecosystem was established by amalgamating ePortfolio technology with education design and employability. In this panel session, the discussion will be centred around the critical aspects of implementing a befitting digital ePortfolio system and ways to leverage it in support of enhancing lifelong learning."

The journey of implementing the right digital platform for a student-centred, pedagogy-driven, and employability-focused lifelong learning Panos Vlachopoulos Arda Tezcan Gai Ramesh Emer

https://mqoutlook-my.sharepoint.com/personal/arda_tezcan_mq_edu_au/_layouts/15/onedrive.aspx?id=%2Fpersonal%2Farda%5Ftezcan%5Fmq%5Fedu%5Fau%2FDocuments%2FePortfolio%2FePortfolios%20Australia%2020x20&originalPath=aHR0cHM6Ly9tcW91dGxvb2stbXkuc2hhcmVwb2ludC5jb20vOmY6L2cvcGVyc29uYWwvYXJkYV90ZXpjYW5fbXFfZWR1X2F1L0VwMF9KYWRjc3NKR3FmV0dxYlRPV0NzQkVKNGlucnFPZEpibkMxY1p2WVFXMmc%5FcnRpbWU9aFd6eDlXdVQyVWc Eportfolio is an integral part of the implementation of Macquarie University’s award-winning Bachelor of Arts (BA) Transferable Skills Framework (TSF). BA students can directly correlate their academic work to real job requirements - connecting their learning (both inside and outside of the classroom) with career opportunities. The TSF is designed to make explicit connections between coursework and employability skills, assisting students in recognising the capabilities they gain during their educational journey. The ePortfolio tool is intertwined with the coursework, where students can curate a digital showcase of their curricular and other achievements, projects, and competencies. This presentation will narrate the story of integrating an ePortolio and associated pedagogy across the BA. The focus will be on the activities undertaken to ensure a programmatic implementation of an ePortfolio and the lessons learned from the first year of implementation.

Use of GitHub for Eportfolios Elnaz Tadayon

ePortfolios Australia

In my presentation I am going to talk about the importance of having an Eportfolio for IT students and IT graduates. The focus is mainly on using GitHub as a platform for IT students to build their portfolio efficiently to present what they are good at to potential employers. In this presentation I will talk about how recruiters target specific candidates on GitHub. Also, there will be a comparison between Graduates GitHub’s portfolios and those who are stablished in their careers. Also, will provide some examples of how students or recent graduates can showcase their understanding of particular topics, or their interest in a particular field to make it as easy as possible for their prospective employers to understand their areas of expertise.

A reflective look back at the first 9 Eportfolio Forums - Key themes and topi...

ePortfolios Australia

Digital Ethics Principles in ePortfolios: Version 2: Resource development by ...

ePortfolios Australia

The Digital Ethics ePortfolio Task Force for the Association for Authentic, Experiential, & Evidence-Based Learning (AAEEBL) continued to bring together international ePortfolio scholars and practitioners to establish research-based digital practices for ePortfolio stakeholders, including institutions, students, educators, and administrators. Phase one developed an online interactive resource, Digital Ethics Principles in ePortfolios: Version 1, which outlines strategies, scenarios, and resources around ten principles. This second iteration adds additional principles related to ePortfolio evaluation practices; practices that encourage diversity, equity, inclusion, and belonging; and visibility of labour. In Digital Ethics Principles in ePortfolios: Version 2, revisions to the original ten principles integrate information regarding eProfessionalism and legal issues that can intersect with ePortfolio practice. The original online visual interface has also been upgraded. This expanded version of the principles document continues to articulate explicit and applicable practices relevant to ePortfolio creators, educators, platform creators, and administrators of programs and institutions with ePortfolio requirements.

An exploration of third year BA Culinary and Gastronomic Science student expe...

ePortfolios Australia

The benefits of reflective practice and eportfolio based learning are widely acknowledged in the literature, however, little work has evaluated its impact vis-à-vis a Culinary Arts curriculum. Therefore, the aim of this study was to explore third year BA Culinary and Gastronomic Science student experiences of developing a reflective practice eportfolio at Galway-Mayo Institute of Technology. A mixed method approach, using convenience sampling was implemented. Semi-structured interviews were held with experts in the field of eportfolio based learning and reflective practice in Ireland. Participants were voluntarily surveyed, to gather information on their experiences of developing a reflective practice eportfolio. The results highlighted tangible opportunities and barriers for undertaking a reflective practice eportfolio for the participants. Eportfolio based learning is rooted in a complex pedagogy, and its potential can only be realised if the processes underlying reflective practice are properly understood by all stakeholders. It’s imperative that the purpose of the reflective practice eportfolio is clearly defined, requirements are communicated, digital capabilities are measured. and training is delivered, rubrics are created, exemplars are shared, and support is provided, in order for it to be successfully adopted. Positive results depends on successful implementation.

Digital ethics and portfolios: What's next? Kristina Hoeppner Megan Haskins

ePortfolios Australia

Over the last two years, the AAEEBL Digital Ethics Task Force explored principles of digital ethics and how they relate to portfolio work and can be integrated into portfolios. In this conversation, the Task Force wants to explore with participants what practical implementations of the principles can look like, discuss possible research topics and collaborations, and where to go next with this topic. Establishing the principles was the first step in an effort to raise awareness about digital ethics in portfolios and support students, academics, researchers, staff, institutions, and also portfolio platform creators to come together, discuss often difficult topics around digital ethics, and how to improve on our current practices.

Eportfolios through the lenses of diversity, equity, inclusion, belonging, an...

ePortfolios Australia

In 2020/21, the AAEEBL Digital Ethics Task Force investigated three new principles: Visibility of Labour, Evaluation, and Diversity, Equity, Inclusion, Belonging, and Decolonisation (DEIBD). In this short presentation, we will introduce Forum participants to the DEIBD principle and strategies that can be employed when working with portfolios to improve the experience of students. The strategies provide practical suggestions around the five concepts held within DEIBD and relate them to portfolio work.

Assessment and Feedback Using ePortfolios: Shifting to a New Paradigm of Prac...

ePortfolios Australia

ePortfolio practice focuses on reflective pedagogies and iterative submissions of student assessment responses. Students are encouraged to store learnings in their ePortfolio to showcase their strengths to different audiences. Innovations in practice come and go depending on buy-in and resource allocation. Once again, the world is significantly changing and the ‘new’ future of post COVID-19 remains ambiguous. In this paper, we propose a paradigm shift that facilitates a dialogic process around the collection of feedback a student receives in their ePortfolio. The design of an assessment regime sets the stage for active student participation in curating their individual feedback from self, peers, educators or industry. The aim of this process is for students to get a personalised reconstruction of their learning progress, through collaborative and social learning opportunities. In this paper we will offer further explanation of how this paradigm impacts practice in today’s digital era.

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

ePortfolios Australia

Creating, designing and developing our eportfolio Co-Lab Kathryn Coleman & Ka...

ePortfolios Australia

Selling a portfolio to first years Jenny McDonald

ePortfolios Australia

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...

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."

Supporting students to develop their teacher identity through scaffolded port...

ePortfolios Australia

"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

ePortfolios Australia

Moving from a paper-based nursing clinical placement tool to an online portfolio platform was not without its challenges. In the School of Nursing and Midwifery at Edith Cowan University a whole of school approach was adopted that incorporated not only the 3000 plus student body but academics, professional staff, and clinical placement administrators. This resulted in rewards that were seen and felt way beyond the technology used to support it. The adage 'It Takes a Village' was never truer in overcoming the challenges faced, however, ultimately determined the success of this story and ability to showcase the student learning journey.

New Spaces of Belonging: ePortfolios, Community and Digital Placemaking Brian...

ePortfolios Australia

The shift to a physically distanced yet digitally connected campuses in response to COVID-19 has rendered visible the criticality of student-led technologies to engender a sense of community and belonging among students. This paper addresses the social and pedagogical value of ePortfolios in building a sense of belonging within in Higher Education by investigating synergies between well-established ePortfolio pedagogies and the cross-disciplinary fields of digital placemaking and innovative learning environment design. It addresses the need to create critical digital pedagogical models that are agnostic to the physical constraints of campus spaces and identify the utility of space as a heuristic for improved learning outcomes and increasing learner agency and belonging among scholarly communities of peers. Finally, the paper offers insights into spatiality for learning and belonging that achieve a balance of constructively aligned digital spaces while affording opportunities for student agency, ownership and belonging to community in the digital realm.

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.

Lifelong Learning ePortfolios: a media-rich technology for capturing and evid...

ePortfolios Australia

Who am I becoming? Karen Buckley & Dr Orna Farrell

ePortfolios Australia

"This session will introduce the work of Eportfolio Ireland, a professional learning network for practitioners and researchers. In this session, we will engage in a structured discussion around issues of identity and ethics in the context of eportfolio practice. Together we will consider the following questions: - Who owns student eportfolio data? - What happens if a student documents activities which are in breach of law? - Is it ethical to ask students to pay for continued eportfolio access after graduation? - What is the relationship between identity formation and eportfolio development? - How do students capture their identity formation journey through eportfolio? - How does eportfolio create self-constructed multiple identities?"

Strategies to Improve your Digital Well-being Using ePortfolios Marie B Fisher

ePortfolios Australia

Digital well being is an important aspect of our work and study that often takes ‘a back seat’ in our overloaded lives. The aim of this paper is to reflect on what Digital Well being means to us and how ePortfolios can be used to achieve our life and work goals. How do we define digital well being? Why is it important? How can we refresh and use our ePortfolios to improve our job prospects, engagement or collaboration with others and work life balance? What can we change in our approach when challenges overwhelm or stymie our Digital well being?

Using ePortfolios in teacher PD to build capacity Jo Elliot and Chie Adachi

ePortfolios Australia

With the increasing focus on graduate employability within higher education, ePortfolio activities present an opportunity to work with students on reflective practice and digital fluency for lifelong learning. However, universities must invest in building teachers’ capacity to confidently embed portfolio activities through the use of technologies. In this presentation, we will describe how we designed trials of two new ePortfolio platforms to build staff capacity, by incorporating these trials into courses for teaching staff and educational designers. We will also discuss the opportunities and challenges presented by such innovation projects through the lens of staff development.

Beyond the Resume – Using eportfolios for demonstrating skills and gaining em...

ePortfolios Australia

Eportfolio Ireland – Snapshots of eportfolio in practice to support employabi...

ePortfolios Australia

Defining digital ethics when using eportfolios

ePortfolios Australia

This virtual panel session is a co-hosted event between AAEEBL and ePortfolios Australia to explore the topic of digital ethics and eportfolios. Panellists from both regions will draw on their own research and/or experience to discuss: - What does digital ethics and eportfolios mean? - What does digital ethics and eportfolios look like now?, and - What does digital ethics and eportfolios look like when it is working well? Our session MC’s, Prof Patsie Polly, Helen L Chen and Kevin Kelly, will then lead a discussion around how we, as a global eportfolio community, define and grow this field of thought together. Panellists include: Australia - Dr Christine Slade - Dr Misty Kirby North America - Megan Crowley-Watson - Megan-Haskins

Using Portfolios to develop professional identity and enhance student employa...

ePortfolios Australia

Contemporary work calls for critical practitioners who can evaluate knowledge, drive change and create new ideas and employment. This requires our graduates to have a sufficiently formed professional identity with a strong awareness of and connection with professional practice, and the confidence and maturity to enact their capabilities at work. While higher education has paid significant attention to capability development, professional identity formation remains a relatively underexplored dimension of student employability. Denise will draw on her recent research to consider the meaning of professional identity, its importance for future employment and determining factors for higher education students. She will explore the important role of portfolios in fostering students’ professional identity and helping to shape their professional persona to enhance employability.

Connecting and transforming: Using ePortfolios to support employability and p...

ePortfolios Australia

Swinburne University of Technology is involved in a process of transforming learning to ensure that graduates are future-ready learners who have the potential to make a positive impact in the workplace and community. A key part of this strategy is to encourage students to reflect on the skills and graduate attributes they develop as part of their studies and through their involvement in employment and extra-curricular activities. Swinburne are currently piloting an ePortfolio platform (Portfolium) to support and integrate the knowledge and skills developed through a wide range of curricular and co-curricular initiatives to develop an employability portfolio. In particular, the ePortfolio will be used by students to articulate their professional purpose and to collect and curate evidence of their professional purpose journey throughout their course. The presentation will explore the role of ePortfolios at the intersection of strategic initiatives and report on evaluation and future plans for institution-wide implementation.

Students, digital devices and success - Andreas Schleicher - 27 May 2024..pptx

EduSkills OECD

Andreas Schleicher presents at the OECD webinar ‘Digital devices in schools: detrimental distraction or secret to success?’ on 27 May 2024. The presentation was based on findings from PISA 2022 results and the webinar helped launch the PISA in Focus ‘Managing screen time: How to protect and equip students against distraction’ https://www.oecd-ilibrary.org/education/managing-screen-time_7c225af4-en and the OECD Education Policy Perspective ‘Students, digital devices and success’ can be found here - https://oe.cd/il/5yV

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