Starting to think about ePortfolios

Prepared for School of Nursing

Bronwyn Hegarty and Sarah Stewart 2012

Summary of what was covered in last session

1. Round of discussion and brainstorm about:•existing experience with portfolios•how to use electronic portfolios•what you want to know more about2. Overview of difference between learning, assessment and professional (presentation) portfolios. 3. Design of activities for learning portfolios and assessment portfolios (template).4. Examples of ePortfolios5. Where to from here.

Goals for the School – summary from last time

1. Further session on 16 July – recap and planning.2. Discussion about ePortfolios – where to use, e.g., across the

three years.For example – curriculum re-jig may be required.• Learning portfolio – year 1.• Assessment portfolio – year 2.• Professional (presentation) portfolio – year 3.

3. Group to look at ePortfolio platforms. 4. Setting up your professional portfolio – regular workshops.

Student portfolios

Types of portfolios• Learning - evidence of learning, personal growth, planning and monitoring learning• Assessment – collection of work which is assessed• Showcase (Professional) - competencies for practice and APC, and presentation to employers

The Learning Portfolio – what is it?• A record of the learning process - reflections, goals• A personalised learning space which the student controls• An evidence repository – achievements, learning• A medium for encouraging:– Engagement and deeper learning – active, experiential– Critical thinking and reflective learning – Metacognition – awareness of knowledge and

experiences, goals, actions, monitoring or self-regulation (Flavell, 1998)

– Formative feedback– Development of community of practice

Source: Zubizarreta, J. (2004)

Benefits for learning

A learning portfolio can encourage deep learning through reflection, reflective learning and critical thinking, and provide evidence of professional learning and reflective practice.

Example: http://sarahstewart-eportfolio.wikispaces.com/

Assessment ePortfolio

• Present specific pieces of work for assessment, maybe at the end of a course , year or program.

• What do you want to assess – the process of learning or outcomes of learning?

• Need to think about how you will assess ie marking rubric

Benefits of an Assessment ePortfolio

• Easily stored, accessible and edited• Facilitates different modes of technology and assessment• Facilitates group work• Increases student motivation

Example: http://www.eportfolio.lagcc.cuny.edu/scholars/doc_fa07/marie.jimenez/index.html

Showcase (Professional)

• Student/professional may pick and choose what she displays according to the purpose of the ePortfolio

Benefits

• Facilitates different approach to presentation• Easily accessible and stored• Supports use of different mediaExample: http://cml.weebly.com/index.htmlhttp://www-personal.umich.edu/~cheem/index.html http://www.nzno.org.nz/membership/member_tools/professional_portfolio

http://www.linkedin.com/in/sarahmargaretstewart

What goes in the ePortfolio?

• Collection of artefacts (evidence)• Reflections • Assignments• Cases• Articles – annotations• Goals for learning• Achievements in subjects

Examples

• http://midwifepam.wikispaces.com/ • http://juliemcelhatton.efolioworld.com/clinicalexpertise • http://christinajoy-nursingschool.blogspot.co.nz/ • http://anne-mariepaulin.blogspot.co.nz/

More Exampleshttp://www.epsilen.com/MyPortal/Public/Home.aspx?prefix=ssuchdev25&ToolID=238&systemName=PerPublic_Home

Virginia Tech gallery : http://eportfolio.vt.edu/gallery.html https://scholar.vt.edu/access/content/group/97b91a99-7258-44a2-8002-9b7c83a84bd5/WebDev/Website/Gallery/HNFE/gabikay/index.html (Work Showcase link)

http://sites.helenbarrett.net/portfolio/

Designing activities for an ePortfolio

• What type of activities are you already using which could transfer to an ePortfolio?

• What are you expecting students’ to demonstrate? • Categorise the learning you would like them to engage in -

mastery, engagement, deeper learning, experiential learning, critical thinking, reflective learning, metacognition, achievement etc.

Factors to consider• Purpose• Audience – feedback, community of practice• Content – evidence, reflection• Location – open web (blog and wiki), Google Sites, platform

(Mahara, Pebblepad.• Formats – text, images, video, audio• Security and professionalism• Portability• Digital literacy – students and teachers

Summary

Ideally, portfolios are student-centred, student-owned and located on accessible platforms that the students can continue to use long after their course of study is completed.

Summary of what was covered in last session

1. Round of discussion and brainstorm about:•existing experience with portfolios•how to use electronic portfolios•what you want to know more about2. Overview of difference between learning, assessment and professional (presentation) portfolios. 3. Design of activities for learning portfolios and assessment portfolios (template).4. Examples of ePortfolios5. Where to from here.

Goals for the School – summary from last time

1. Further session on 16 July – recap and planning.2. Discussion about ePortfolios – where to use, e.g., across the

three years.For example – curriculum re-jig may be required.• Learning portfolio – year 1.• Assessment portfolio – year 2.• Professional (presentation) portfolio – year 3.

3. Group to look at ePortfolio platforms. 4. Setting up own professional portfolio – regular workshops.

Where to from here?

1. What is your thinking about using ePortfolios in the nursing programme:•purely as a repository of evidence?•through the whole programme or just for specific courses?•for assessment - how and where?

2. Do you want students to graduate with a professional ePortfolio?

3. What is your thinking about having a professional ePortfolio?•Who is interested in regular workshops to develop one?