Eportfolio Story November 4th, 2011

ETUG CONFERENCE

“Stories are data with a soul”

(Brene Brown)

notsalmon.com

� How do we help students take the tools, knowledge and skills they have acquired with them?

� How do we make their learning “stick” so it is accessible for life?

“We don’t learn from our experience, we learn

from thinking about our experience”

John Dewey

“An eportfolio is a purposeful collection of work that demonstrates effort, progress and achievement over time, stored in an electronic container.”

� Retrieved from Helen Barrett’s Learning Interchange site

� Josh O’Neil’s Human Relations Eportfolio https://cranberry.kwantlen.ca/mahara/view/view.php?id=4611

� Crystal Hartley’s Demonstration of Competencies https://cranberry.kwantlen.ca/mahara/view/view.php?id=6562&new=

� Puneet Dadiala’s Eportfolios (various courses) https://cranberry.kwantlen.ca/mahara/view/view.php?id=3481

� Marie Hiebert’s Employee Development and Training Eportfolio https://cranberry.kwantlen.ca/mahara/view/view.php?id=10257

From Client to Partner

�  It’s about the practice, not the tool (but you have to start with something)

� Let the champions lead and give what tools you can

� Allow the requirements to evolve

� Advocate for champions however you can

� Keep considering other options

Change Management

� Faculty buy-in

� Articulate the benefits

� Make it intuitive � “Do we get to keep it when we

leave” � Recognize the work involved

� The courage to be imperfect

� The compassion to be kind to ourselves

� Authenticity – willingness to let go of who you should be in order to be who you are

(Brene Brown – Ted Talks, 2011)

Our Progress September 2010 September 2011 •  Student  accounts  were  created    throughout  the  term   •  All  students  will  have  accounts  at  the  start  of  September  

•  Very  few  sample  epor:olios  to  show  students   •  Every  course  should  have  course  specific  samples  –  make  sure  you  have  permission  and  they  are  public  

•  No  training  materials   •  Excellent  training  materials  

•  Students  introduced  to  Mahara  throughout  the  term  –  inclass,  formally,  informally,  workshops  

•  All  students  introduced  at  orientaCon  –  everyone  will  have  signed  on  by  the  end  of  first  week  of  class  

•  Help  provided  through  Mahara  Support  Forum   •  Student  can  phone  the  help  desk  –  call  will  be  escalated  to  Meg/Donna  

•  First  version  of  Mahara   •  Updated  version  –  that  builds  the  sitemaps  (this  was  a  challenge  for  students)  

•  Drop  in  sessions  provided  first  term  only  (hope  to  move  to  a  faculty  support  model)  

•  Drop  in  sessions  provided  throughout  all  terms  

•  Lessons  Learned  Technology   •  Most  common  mistakes  with  Mahara  have  been  documented  –  the  forum  

•  Lessons  Learned  Curriculum   •  The  work  involved  has  to  match  the  grade  assigned  or  students  won’t  do  the  por:olios  

•  BePer  reflecCve  prompts  •  More  consistent  por:olios    (next  step)  

•  Limited  support  on  the  “how  to”.  Here  is  an  example  of  the  type  of  support  some  students  and  faculty  have:  

•   We  could  build  a  support  document  like  the  University  of  Idaho  •  Could  include  a  template  

•  Mahara  is  only  opCon   •  Mahara  is  a  good  opCon  •  Wordpress  is  an  opCon  –  pros  and  cons  to  consider  

notsalmon.com

� What Happened Here Today? � 3 main points that were new to you

� So What? � Did you learn a new skill? � Did anything surprise you?

� Now What � What will you do differently as a result of

being here today?