- 1. University of British Columbia (UBC) - Introduction to
ePortfolios
-
- Catherine Paul, Community of Practice Facilitator Office of
Learning Technology
-
- Emily Renoe, Office of Learning Technology, UBC
2. Agenda
-
- History, Definitions and Hopes
-
- Current UBC Portfolio project examples and others
-
- Closing, feedback and follow-up
3. Objectives
-
- Give examples of how ePortfolios are being used at UTT, UBC,
and around the world
-
- Create an ePortfolio space using a blogging platform
-
- Identify ways that portfolios can contribute to deeper learning
and teaching
4. Brief History of UBC Portfolio Community of Practice
-
- Communities of practice are groups of people who share a
concern or a passion for something they do and learn how to do it
better as they interact regularly. ~ Etienne Wenger
-
- A 3-year campus-wide initiative 2003-2006
-
- TLEF funded (Teaching and Learning Enhancement Fund)
-
- investigated the pedagogical benefits & resource
implications of implementing e-portfolios for multiple purposes
& contexts (course, program, personal)
-
- 13 projects from multiple disciplines-2000 students, 91
instructors and 37 staff
-
- strong community of practice (CoP) in parallel
5. Successes
-
- cross-faculty collaboration
-
- engaged different areas of academic environment
-
- encouraged informal learning spaces for students
6. ePortfolio Pilot @ UBC 7. 8. Challenges during pilot
-
- technology (no one size fits all!)
-
- add-on rather than integration
-
- increased workload for instructors and students
9. New directions
-
- currently reviving the Portfolio Community of Practice, a
collaborative coordination effort (Centre for Teaching and Academic
Growth & Office of Learning Technology)
-
- regular meetings; highlighting work members are doing
-
- collaborating on workshops
-
- developing resources and a new online space
10. Tools
-
- Social Networking Software (Facebook, Ning, Prezi)
11. ePortfolio examples
- http://blogs.ubc.ca/egan/
- http://efolio.educ.ubc.ca/maribeth/
- WordPress is an open source blog publishing application; it
lets you create your own web space.
- Keep Toolkit UBC examples:
-
http://gallery.carnegiefoundation.org/gallery_of_tl/effectively_representing_educational_experience.html
-
-
http://www.cfkeep.org/html/stitch.php?s=2814408673732&id=94404660812025
- The KEEP Toolkit is a set of web-based tools that help
teachers, students and institutions quickly create compact and
engaging knowledge representations on the Web
12. More examples
- http://cis.apsc.ubc.ca/wiki/index.php/Jim_Sibley_Portfolio
- LaGuardia Community College gallery of examples:
- http://www.eportfolio.lagcc.cuny.edu/advanced_gallery.html
- San Francisco State University gallery:
http://eportfolio.sfsu.edu
-
- http://rachelpoulain.sfsu.efolioworld.com/
-
- http://pedroarista.sfsu1.efolioworld.com/
-
- http://userwww.sfsu.edu/~wwong21/
- http://sites.google.com/site/eportfolios/
13. Examples from UBC community
14. Examples from UBC community
-
-
- At the University of British Columbia, we introduced an
ePortfolio assignment in the operative dentistry clinical
simulation module and conducted a pilot study to explore the
usefulness of ePortfolios as a learning tool for dental students.
Qualitative assessments included student self-reflections on the
ePortfolio experience. In the quantitative evaluation, ePortfolio
learning was hypothesized as a multidimensional experience with
four dimensions:
-
-
- 1) an ePortfolio experience is valuable for learning operative
dentistry
-
-
- 2) an ePortfolio is time-consuming, but overall a useful
experience
-
-
- 3) ePortfolio learning requires technical skills that are
manageable
-
-
- 4) ePortfolio experience may be beneficial for lifelong
learning. Overall, both quantitative and qualitative assessments
demonstrated that students valued ePortfolio learning as a positive
experience. In multivariate analyses (confirmatory factor
analysis), the four-dimensional model of ePortfolio learning was
confirmed.
-
-
- Future studies are needed to validate or revise the four-factor
model of ePortfolio learning in different student cohorts.
15. ePortfolios ..
-
- address graduates relationship to the Standards of the
profession
-
- establish a collection of artifacts & reflections as
evidence of professional growth
-
- provide a digital record of one s evolving identity as a
teacher
16.
-
- Technological : WordPress was recommended by the Office of
Learning Technology and e-coaches (who are also teacher
candidates). We have provided several resources e.g.a support
blog
-
- Conceptual : [e]portfolios as assessment tools for
teaching/learning in schools also apply to teacher education. We
try to model this and clarify the practice and process of
demonstrating teacher identity/development with a why & how
blog .
17.
-
- Coordinator, Special Projects
18. A Practice E-portfolio (PeP) for Nursing:What is the
PeP?
-
- The PeP is an electronic replacement for the existing
paper-based clinical evaluation system.
-
- The Practice e-Portfolio will provide a one stop resource to
support and record clinical learning. The application will provide
an environment to support clinical learning incorporating a
Web-based interface to a Practice e-Portfolio.
-
- It is designed to be used by students and instructors
throughout the program, and give a record clinical progress
19. What does it contain?
-
- 21 Overall Thematic Competencies - incorporating all of the
relevant (i.e. clinically focused) CRNBC, and CNA competencies, and
CRNBC Standards
-
- Specific levelled Clinical Competencies for each level of the
program and evaluations
-
- Clinical Journaling (reflective journals)
-
- Clinical Skills logging (specific skills, e.g.
catheterization)
-
- Clinical Experience record (placement/instructor history)
-
- 128bit encryption of all data stored/transferred
20. PeP Components 21. Faculty Design Contacts
- Undergraduate Nursing (BSN)
-
- Dr Bernie Garrett[email_address]
-
- Cathryn Jackson[email_address]
- Nurse Practitioner (MSN-NP)
22. Questions for roundtable discussion
-
- Introduce yourself: name & university campus
-
- What is a challenge/hurdle you are facing in your
Institution/Department using portfolios?
-
- How do we encourage leadership within a community of
practice?
-
- How do we embrace diversity within a community and engage
people at different levels of expertise?
-
- How can we encourage interaction and learning around portfolios
in an online environment?
23. Sustaining community
-
- Figure: Cambridge, et al (2005) components that make up the
iterative rhythm of a community
-
- foster collaborative projects;
-
- send people to events; builds prestige and encourages these
members to give back to community
-
- dont forget the important role of coordinator
24. Hands-on Activities
25. Resources
-
- http://blogs.ubc.ca/eportfolio02
-
- More are here: http://tv.wordpress.com
26. Resources
-
- **New online presence currently under construction!
-
- General UBC ePortfolio info
-
-
- https://www.elearning.ubc.ca- click on ePortfolio
-
-
- http://blogs.ubc.ca/eportfolio02/
-
- Examples in this session:
-
-
- Education Portfolio
site:http://efolio.educ.ubc.ca/cpaul/efolio-support/
-
-
- General Context:http://efolio.educ.ubc.ca/whyandhow/
-
-
- http://www.tag.ubc.ca/resources/teachingportfolios/
27. Objectives
-
- Give examples of how ePortfolios are being used at UTT, UBC,
and around the world
-
- Create an ePortfolio space using a blogging platform
-
- Identify ways that portfolios can contribute to deeper learning
and teaching
28. Contact information
- Catherine Paul, UBC[email_address]
-
- Facebook: catherine.paul@gmail.com
- Emily Renoe, UBC[email_address]
-
- http://wiki.ubc.ca/EmergingTech