What are triggers that make student create and learn through ePortfolio is asked by project Empowering ePortfolio Process. The presentation is given in ITK2018 seminar on 12.4.2018.

1. HAMK – professionally oriented higher education
Triggering students to
create digital portfolios
through empowering
ePortfolio process
Anne-Maria Korhonen and Johanna Salmia
ITK 2018
#ITKFoorumi253

2. HAMK – professionally oriented higher education
Perspectives
Students
Employers
Teacher and organization

3. HAMK – professionally oriented higher education
Balancing the Two Faces of ePortfolios
Adaption of Barret (2010) Balancing the Two
Faces of ePortfolios

4. HAMK – professionally oriented higher education
Empowering Triggers
• Seeking an interest, motivation and engagement for
awaken students' interest for creating and learning by
ePortfolio
• Trigger can be an object, an event, a person, a task, an idea
– or something which is novel or challenging for learners
• When a person has an interest to do something self-
efficacy will grow and there is more target setting
• (The problem is that the same triggers are not effective for
different students)
(Silander, P., Kangas, M., Ruhalahti, S. & Korva, S. 2017. Exploring Triggers for Arousing Interest in the
Online Learning)

5. HAMK – professionally oriented higher education
Students' perspective
• Students need to be aware of
the benefits for their
professional and personal
growth - find the
engagement and
meaningfulness
• Students emphasize that
ePortfolio creation need to
have allocated time and
reacources
• Students need
competences - reflection,
collaboration,
communication, organization
and digital skills
https://unlimited.hamk.fi/students-
perspectives-on-eportfolios/#.Wsdf8YhuY2x

6. HAMK – professionally oriented higher education
Employers' perspective
• Employers give value to
concise and formulated
personal evidence of
competences
• Employers want to see
the person behind the CV
• Employers emphasize the
selection of
evidence/materials

7. HAMK – professionally oriented higher education
Teacher's perspective

8. HAMK – professionally oriented higher education
ePortfolio in Practice
Higher Education: Bioeconomy-ICT –students

9. HAMK – professionally oriented higher education
Bioeconomy-ICT program
• New program, started
autumn 2017
• Combines bioeconomy,
circular economy and
technology
• Bioeconomy engineer is
able to develop digital
solutions to create new
intelligent products and
services needed by a
sustainable society.
Photo by Gerd Leonhard CC BY-SA
Based on
• worklife needs
• Industry 4.0

10. HAMK – professionally oriented higher education
8 weeks modules
1 study year
= start working w / ePortfolio
= time to update ePortfolio
Students
• work in teams
• do work related projects
ePortfolio in Study Modules

11. HAMK – professionally oriented higher education
ePortfolio course
Five phases
1. What’s an ePortfolio
2. Working portfolio
3. Professional profile
4. Showcase portfolio
5. Thesis as an ePortfolio
• learning material
• examples

12. HAMK – professionally oriented higher education
Examples
• ePortfolio in Padlet:
https://padlet.com/jiri_luojukoski/1700
• Personal internet pages:
https://sites.google.com/view/jiriluojukoski/home?authus
er=0
Common for Bioeconomy engineering students:
• Internet pages:
https://sites.google.com/view/biotaloudeninsinoorit/etusi
vu
• Facebook: https://www.facebook.com/Biotalousinssit/
• Instagram: https://www.instagram.com/biotalousinssit/

13. HAMK – professionally oriented higher education
Needs
• guidance
• support how to reflect
• discussion in the end of
module
• time

14. HAMK – professionally oriented higher education
Development ideas
• to update ePortfolios in
teams
• to reflect each project
properly
• blog writing as a process
during studies

15. HAMK – professionally oriented higher education
Thank you!
Anne-Maria Korhonen
HAMK The School of Professional
Teacher Education
anne-maria.korhonen@hamk.fi
@akorhonen
Johanna Salmia
HAMK Bioeconomy Unit
johanna.salmia@hamk.fi
@johannasalmia