Implementing eportfolios for distance

learning student in a postgraduate diploma

in public health

UWCVerona Mathews

School of Public Health offers a mixed learning postgraduate programme in Africa which consists of distance learning and one-week block format courses

The focus of this case study is the postgraduate diploma student consisting of approximately 40 students the portfolio is presented as an assessment requirement though the primary focus is reflection on learning.

Background

Kecik et al (2012) assessed the feasibility of an E-Portfolio Application in a Distance Education Teaching Practice Course using a customized e-portfolio application with three groups: university supervisors, preservice teachers, and cooperation teachers◦They found that eportfolio applications can

meet the majority of the planning, teaching, and reflection needs in the teaching process.  

◦It has the potential to document the history of the students learning thus considered a valuable tool for self regulated learning, planning, self-directed learning, and not just the collection of the work done (Kecik et al, 2012).

Background (2)

Enhancing the students’ and lecturer’s ability in using emerging technologies for teaching and learning

Standardizing the purpose and platform for eportfolios thus improving the input and output of the eportfolios

Enhancing the culture of reflective practitioners

Intended Outcomes

Students complete the diploma course successfully but fail to see the connectedness between the modules and how the modules build on one another and develop an understanding of public health.

Computer and digital literacy for both students and lecturers with the inclination to acquire the skills and knowledge in technology.  

Administration of the eportfolio, first with the administrative staff and their digital literacy and secondly creating change in structure and logistics for assessment and formative learning

The role and expectations of lecturer in the process of compilation, feedback and assessment of the eportfolio.

Challenge

• The portfolio contained two parts Part 1: ◦ A careful selection of the work compiled as the student work

through the six modules. This may comprise of between six – eight (6-8) samples of the students’ work as evidence of their experience and growth;

◦ relevant items undertaken alongside the programme for their work role may be part of the 6-8 samples;

• Part 2: A reflective report in which they comment on their experience and growth using the samples as evidence of this growth.

For the 2013 cohort a paragraph was inserted informing the students that they will receive instructions on how to create an eportfolio using Google sites.

Established Practice

Chuang (2008) used the lens of weblog affordances (using Foster and Tam, 2004) globalness, immediateness, connectedness, engagedness and authoritativeness

Connectedness is an affordance because it firstly connects lecturer and student on a technological platform which enhances the relationship due to the fact that most of the students are distance learners. It also connects the students’ learning with their professional practice.

Collaboration will be encouraged though peer feedback and lecturer’s inputs.

Authorativeness because it enables the learner to become confident in the area of learning, reflecting on learning and becoming a reflective practitioner.

Ecological because it will save paper and save trees as there will be no more printing of all submissions for assessments.

Impact/Affordances

Matt Bower (2008) describes a framework for affordance analysis with matching learning tasks with learning technologies. He continued by identifying three types of affordances, educational, social and e-learning technology. ◦ Educational affordances of eportfolio using google

sites would be being a reflective practitioner, digitally literate, use of multimedia in learning and teaching, linking learning with educational competencies and finally linking learning with practice.

◦ Social affordances includes being up-to-date with latest technology by introducing potential social medias that could be used which might be unfamiliar to target group due to their age and practice.

Impact/Affordances (2)

◦ E-learning technology affordances includes: web-based and thus ownership is with the student

allowing for continuous learning and development. open-source and free, multimedia uploads thus creating creative

environment, secure because it is password protected, transferable as with many open-source software it

can link or be uploaded in other software’s or LMS’.

Impact/Affordances (3)

The intervention is to implement eportfolios to both students and lecturers using Google sites.  The intervention has the following objectives:◦ Review and document purpose, process and requirements

of an eportfolio for the Diploma in Public Health◦ Develop a set of instructions on how to develop an

eportfolio on selected technology platform◦ Enable students to use a technology platform to compile

and submit their portfolios◦ Explore and define the role of the lecturer in the process

of implementation, feedback and assessment◦ Support Lecturers in accessing the eportfolios and

providing feedback on reflective tasks handed in by students

◦ Explore mechanisms for linking assessment  to eportfolio and develop a set of recommendations

Description of Intervention

E-portfolio Workplan 2013.xlsx

Description of Intervention (2)

Gray, 2008 identified the following key points for effective practice applicable to this case study:◦ Appropriate online support materials,◦ Effective design of tasks,◦ Immediacy of communication,

Provision of alternative routes where difficulties prevail

Incorrect presumption that users both students and lectures understand the processes like feedback, reflective writing, selecting information, and planning.

Transparency and consultation

Effective Practice

O’Keefe and Donelly (2013) posits using eportfolios counteract the challenges such as students ◦ being passive consumers of knowledge, ◦ never fully engaging, ◦ never thinking deeply, ◦ or never truly understanding

The eportfolio will be used for a reflection on learning that could be presented through different forms of multimedia; students can demonstrate their ability for problem solving and evaluate their own learning as they progress through the program

Conclusion

Zhou et al (undated) evaluated eportfolio platforms in higher education and found Google sites to meet most of the criteria.

Improve the curriculum design of the portfolio

Student centred approach focussing on the needs of the students.

Teaching and learning using emerging technologies

Conclusion (2)

1. Barrett, H. 2010. Balancing the Two faces of ePortfolios. Educacao, Formacao & Tecnologias. 3:1, 6-14.

2. Bower, M. 2008. Affordance analysis - matching learning tasks with learning

3. technologies, Educational Media International, 45:1, 3-154. Chuang, H. 2008.  Perspectives and issues of the creation of weblog-

based electronic portfolios in teacher education.  British Journal of Educational Technology. Vo. 39.No.1:170-174.

5. Gray, L., 2008. Effective Practice with e-Portfolios. JISC. Higher Education Funding Council of England.

6. Kecik, I. Belgin, I. Sakar, N. Dikdere, M. Aydin, S, Yuksel, I. Caner, M.  2012. Determining the feasibility of an E-Portfolio Application in a Distance Learning Practice Course. The International Review of Research in Open and Distance Learning. Vol. 13. No. 2.

7. O’Keefe, M. Donnelly, R. 2013.  Exploration of ePortfolios for Adding Value and Deepening Student Learning in Contemporary Higher Education. International Journal of ePortfolios. Vol.3. Issue 1:1-11.

8. Zhou, M., Cheung, H., Wong, M., Chan, Y., Pilchard, V. (undated). An Evaluation of Electronic Portfolio Platforms in Higher Education. Available Online:https://eportal.cityu.edu.hk/bbcswebdav/orgs/L_EPORTFOLIO_WORKSHOP/Publication/eCASE2010-eP-platform-evaluation.pdf

References