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E-portfolio for healthcare education
learners take control
Vaikunthan Rajaratnam
At the end of this presentation you should
• Understand the role of portfolios in a learners educational journey
• Be able...
Defining
• collection of student’s work
• that is purposefully performed
• to provide evidence of the student’s learning
•...
Portfolio development
• Collection: artifacts that represent
learning.
• Selection: review and evaluate the
artifacts and ...
Drive for e portfolio
• student-centered active
learning
• the dynamism of digital
communication
• increased accountabilit...
The growing body of research in e portfolio
and the impetus from the Association for
Authentic Experiential and Evidence b...
E-portfolios provides an environment in
which students/trainees/knowledge
worker can collect, select, reflect upon,
build,...
Types
•developmental (Work in Progress)
•assessment
•showcase
e portfolios vaikunthan@gmail.com
Artefacts
• Topical collection of artefacts
is useful for those who are subject matter The
disadvantage is this – not show...
Domains of medical competencies
• Knowledge, skills and
performance
• Safety and quality
• Communication,
partnership and
...
Structure for e portfolio
• Introduction
• Brief Bio data
• Reflective essay on purpose of the portfolio
• Resume
• Educat...
Requirements for e portfolios in healthcare
• Assessment against specified learning
objectives.
• Record clinical observat...
Technical requirements for e portfolios
• Value-added to student learning.
• Infrastructure costs: integration,
sustainabi...
Able to record and store the following
• Actual marks/grades
• Detailed tabulation of practical training/clinical
skills e...
Portfolio
• allows for formative
assessment
• over an extended period of
time
• showing evidence of deep
learning and
• be...
Using Portfolios
Portfolios used for Assessment of Learning Portfolios that support Assessment for Learning
Purpose of por...
Challenges
considerable practical
difficulties in maintaining
and implementing the key
portfolio in a busy clinical
settin...
e portfolios vaikunthan@gmail.com
What is it
• a note taking app that
• stores them in ‘the cloud’
• and syncs them to all devices
• can take audio, photo o...
Review
PROS
• Effortless solution to note-taking
and -syncing.
• Some of the best search outside
Google.
• Adjustable user...
Summary
The Web-based version of Evernote, the best note-taking and
organizational program you'll find, delivers on its pr...
Potential for educators
• Easily Capture and Store notes, photos, audio of learner
performance
• Create Checklists to reco...
Getting Started
• Go to http://evernote.com/download/
• Installing the Evernote Desktop Client
• Install Evernote for mobi...
Get a copy free at this link .
Click Save to Evernote
You will need Evernote installed on your desktop
e portfolios vaikun...
• Bass, R. (2014). The Next Whole Thing in Higher Education. Peer Review, 16(1), 1–2.
• Chen, M.-Y., Mou-Te Chang, F., Che...
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E portfolios for health care education using Evernote

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Maintaining your evidence in learning. Life long learning record. Portfolios.
The portfolio is a collection of student’s work that is purposefully performed to provide evidence of the student’s efforts, progress or achievement in a given area or areas. This bundle of evidence must include the student participation in the selection of the contents, the guidelines for selection, and the criteria for judging merit, and evidence of student self-reflection

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E portfolios for health care education using Evernote

  1. 1. E-portfolio for healthcare education learners take control Vaikunthan Rajaratnam
  2. 2. At the end of this presentation you should • Understand the role of portfolios in a learners educational journey • Be able to design and develop a learners personal e portfolio • Be able to use Evernote to develop and deploy a portfolio e portfolios vaikunthan@gmail.com
  3. 3. Defining • collection of student’s work • that is purposefully performed • to provide evidence of the student’s learning • bundle of evidence • student participation in the selection of the contents • clear guidelines for selection, and rubrics for assessment Tochel, C., Haig, A., Hesketh, A., Cadzow, A., Beggs, K., Colthart, I., & Peacock, H. (2009a). The effectiveness of portfolios for post-graduate assessment and education: BEME Guide No 12. Medical Teacher, 31(4), 299–318. doi:10.1080/01421590902883056 e portfolios vaikunthan@gmail.com
  4. 4. Portfolio development • Collection: artifacts that represent learning. • Selection: review and evaluate the artifacts and identify those that demonstrate achievement • Reflection: reflective practitioners • Projection: compare to the standards • Presentation: share their portfolio e portfolios vaikunthan@gmail.com
  5. 5. Drive for e portfolio • student-centered active learning • the dynamism of digital communication • increased accountability in higher education • Increasing fluidity in employment and education e portfolios vaikunthan@gmail.com Eynon, B., Gambino, L. M., & Török, J. (2014). Completion, Quality, and Change: The Difference E-Portfolios Make. Peer Review, 16(1), 1–11.
  6. 6. The growing body of research in e portfolio and the impetus from the Association for Authentic Experiential and Evidence based learning(AAEBL) has placed pressure … for path of the portfolio as an evidence of learning e portfolios vaikunthan@gmail.com Kahn, S. (2014). E-Portfolios: A Look at Where We’ve Been, Where We Are Now, and Where We’re (Possibly) Going. Peer Review, 16(1), 1–6.
  7. 7. E-portfolios provides an environment in which students/trainees/knowledge worker can collect, select, reflect upon, build, and publish a digital archive of their activity work e portfolios vaikunthan@gmail.com Van Tartwijk, J., & Driessen, E. W. (2009). Portfolios for assessment and learning: AMEE Guide no. 45. Medical Teacher, 31(9), 790–801.
  8. 8. Types •developmental (Work in Progress) •assessment •showcase e portfolios vaikunthan@gmail.com
  9. 9. Artefacts • Topical collection of artefacts is useful for those who are subject matter The disadvantage is this – not show evidence of development and growth that is occurred • Temporal collection of artefacts showing the individuals growth as a learner. a measure of lifelong learning , to show reflection in practice. Con - does not have a theme, and may not how the learner has developed. • Developmental collection of artefacts advancement and development of the learner over period of time.. Its usefulness is mainly in the form of communication between a teacher and a student e portfolios vaikunthan@gmail.com
  10. 10. Domains of medical competencies • Knowledge, skills and performance • Safety and quality • Communication, partnership and teamwork • Maintaining trust e portfolios vaikunthan@gmail.com • Patient Care • Medical Knowledge • Practice Based Learning and Improvement • Systems Based Practice • Professionalism • Interpersonal Skills and Communication
  11. 11. Structure for e portfolio • Introduction • Brief Bio data • Reflective essay on purpose of the portfolio • Resume • Educational Certificates • Courses/training workshops attended and reflections • Achievements – academic, clinical, innovation, research and teaching • Log book of procedures • Work based assessments • 360/multi source feedback • Compliments/complaints and undesirable outcomes with reflections • Aspiration and Personal Development Plan e portfolios vaikunthan@gmail.com
  12. 12. Requirements for e portfolios in healthcare • Assessment against specified learning objectives. • Record clinical observations and practice. • Map clinical observations with clinical skills. • Help student analyse patterns in their own learning. • To measure against state-based standards. • To support reflective practice. e portfolios vaikunthan@gmail.com Toro-Troconis, Maria, Ms, and Ashish Toro-Troconis(2009). "E-PORTFOLIOS EVALUATION REPORT." Http://www1.imperial.ac.uk/resources/E02C5058-A25E-4002- AAB1-A1588C364849/. Imperial College, retrieved 1 June 2014.
  13. 13. Technical requirements for e portfolios • Value-added to student learning. • Infrastructure costs: integration, sustainability (cost-effectiveness). • Maintenance and support costs. • Ease of use • Choice of back-end technology and tools. • Ownership of the artefacts and final product. • How the data will be managed and user- support required • Setup, maintenance and upgrade costs e portfolios vaikunthan@gmail.com
  14. 14. Able to record and store the following • Actual marks/grades • Detailed tabulation of practical training/clinical skills etc. against a matrix. • Reflective work (e.g. blogs, comments on assessments, responses to peer mentor, or faculty reviews). • Presentation of particular achievements, e.g. graphic designs, artwork, creative writing. • Video/audio of student-patient interactions with reflective commentary. • Peer reviews of joint projects. • Faculty feedback on any of the above. e portfolios vaikunthan@gmail.com
  15. 15. Portfolio • allows for formative assessment • over an extended period of time • showing evidence of deep learning and • behaviour of self-directed • lifelong learning. • provision of evidence by reflecting upon the learning e portfolios vaikunthan@gmail.com Kitchen, M. (2012). Junior doctors’ guide to portfolio learning and building. Clinical Teacher, 9(5), 308.
  16. 16. Using Portfolios Portfolios used for Assessment of Learning Portfolios that support Assessment for Learning Purpose of portfolio prescribed by institution Purpose of portfolio agreed upon with learner Artifacts mandated by institution to determine outcomes of instruction Artifacts selected by learner to tell the story of their learning Portfolio usually developed at the end of a class, term or program - time limited Portfolio maintained on an ongoing basis throughout the class, term or program - time flexible Portfolio and/or artifacts usually "scored" based on a rubric and quantitative data is collected for external audiences Portfolio and artifacts reviewed with learner and used to provide feedback to improve learning Portfolio is usually structured around a set of outcomes, goals or standards Portfolio organization is determined by learner or negotiated with mentor/advisor/teacher Sometimes used to make high stakes decisions Rarely used for high stakes decisions Summative - what has been learned to date? (Past to present) Formative - what are the learning needs in the future? (Present to future) Requires Extrinsic motivation Fosters Intrinsic motivation - engages the learner Audience: external - little choice Audience: learner, family, friends - learner can choose e portfolios vaikunthan@gmail.com Revised March 28, 2007 - ©2006, Helen C. Barrett, Ph.D.
  17. 17. Challenges considerable practical difficulties in maintaining and implementing the key portfolio in a busy clinical setting and explain the persisting negative perception of e-portfolios among junior doctors in the United Kingdom e portfolios vaikunthan@gmail.com Vance, G., Williamson, A., Frearson, R., O’Connor, N., Davison, J., Steele, C., & Burford, B. (2013). Evaluation of an established learning portfolio. Clinical Teacher, 10(1), 21.
  18. 18. e portfolios vaikunthan@gmail.com
  19. 19. What is it • a note taking app that • stores them in ‘the cloud’ • and syncs them to all devices • can take audio, photo or text notes, or a combination of all 3. • take clippings from the web and save them automatically e portfolios vaikunthan@gmail.com
  20. 20. Review PROS • Effortless solution to note-taking and -syncing. • Some of the best search outside Google. • Adjustable user interface. • Simple and well-balanced design. • Superb features. e portfolios vaikunthan@gmail.com CONS • Design lacks individuality. • Reminders feature in Web version only • has one notification setting (email daily digest).
  21. 21. Summary The Web-based version of Evernote, the best note-taking and organizational program you'll find, delivers on its promise to make the information you need available to you anywhere. Reminders, nested notebooks, and other great features make this one killer Web app e portfolios vaikunthan@gmail.com
  22. 22. Potential for educators • Easily Capture and Store notes, photos, audio of learner performance • Create Checklists to record progress , achievements etc.; • Recording work based assessment - e.g. Direct Observation of Procedures • Displaying student work • Document reflections e portfolios vaikunthan@gmail.com
  23. 23. Getting Started • Go to http://evernote.com/download/ • Installing the Evernote Desktop Client • Install Evernote for mobile from app site • Creating your Evernote User Account • Evernote Sync • Saving Web Content • Setting Reminders e portfolios vaikunthan@gmail.com
  24. 24. Get a copy free at this link . Click Save to Evernote You will need Evernote installed on your desktop e portfolios vaikunthan@gmail.com
  25. 25. • Bass, R. (2014). The Next Whole Thing in Higher Education. Peer Review, 16(1), 1–2. • Chen, M.-Y., Mou-Te Chang, F., Chen, C.-C., Huang, M.-J., & Chen, J.-W. (2012). Why do individuals use e-portfolios? Educational Technology & Society, 15(4), 114–125. • Clark, J. E., & Eynon, B. (2009). E-portfolios at 2.0-Surveying the Field. Peer Review, 11(1), 18–23. • ePortfolios | Towards Open Education. (n.d.). Retrieved from http://bcopened.org/resources/eportfolios/ • Eynon, B., Gambino, L. M., & Török, J. (2014). Completion, Quality, and Change: The Difference E-Portfolios Make. Peer Review, 16(1), 1–11. • Kahn, S. (2014). E-Portfolios: A Look at Where We’ve Been, Where We Are Now, and Where We’re (Possibly) Going. Peer Review, 16(1), 1–6. • Kitchen, M. (2012). Junior doctors’ guide to portfolio learning and building. Clinical Teacher, 9(5), 308. • Tochel, C., Haig, A., Hesketh, A., Cadzow, A., Beggs, K., Colthart, I., & Peacock, H. (2009a). The effectiveness of portfolios for post-graduate assessment and education: BEME Guide No 12. Medical Teacher, 31(4), 299–318. doi:10.1080/01421590902883056 • Tochel, C., Haig, A., Hesketh, A., Cadzow, A., Beggs, K., Colthart, I., & Peacock, H. (2009b). The effectiveness of portfolios for post-graduate assessment and education: BEME Guide No 12. Medical Teacher, 31(4), 299–318. doi:10.1080/01421590902883056 • Toro-Troconis, Maria, Ms, and Ashish Toro-Troconis(2009). "E-PORTFOLIOS EVALUATION REPORT." Http://www1.imperial.ac.uk/resources/E02C5058-A25E-4002-AAB1- A1588C364849/. Imperial College, retrieved 1 June 2014. • Van Tartwijk, J., & Driessen, E. W. (2009). Portfolios for assessment and learning: AMEE Guide no. 45. Medical Teacher, 31(9), 790–801. doi:10.1080/01421590903139201 • Vance, G., Williamson, A., Frearson, R., O’Connor, N., Davison, J., Steele, C., & Burford, B. (2013). Evaluation of an established learning portfolio. Clinical Teacher, 10(1), 21. e portfolios vaikunthan@gmail.com

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