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

• Welcome & Introductions

• History, Definitions and Hopes

• Current UBC Portfolio project examples and others

• Discussion

• Hands-on activites

• 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

• research component

• engaged different areas of academic environment

• encouraged informal learning spaces for students

• deep learning

6. ePortfolio Pilot @ UBC 7. 8. Challenges during pilot

• technology (no one size fits all!)

• sustained support

• 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

• collecting stories

• collaborating on workshops

• developing resources and a new online space

10. Tools

• Social Networking Software (Facebook, Ning, Prezi)

• Weblogs

• Wikis

• Carnegie's KEEP Toolkit

• Google Sites

11. ePortfolio examples

Using WordPress:

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

Keep Tool Kit:

• 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

Use of a wiki:

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/

Google Sites:

http://sites.google.com/site/eportfolios/

Prezi:

http://prezi.com/3835

13. Examples from UBC community

• • Faculty of Education

• • • slides to follow

• • Faculty of Nursing

• • • slides to follow

14. Examples from UBC community

• • Faculty of Dentistry:

• • 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

• • Anne Scholefield

[email_address]

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)

• Learning Plans/contracts

• 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]

• Dr Maura Macphee

Nurse Practitioner (MSN-NP)

• Gloria Joachim

• Barbara Boyle

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

• Go to wordpress.com

• Create an account

• use an email account

• you can access during

• this session (eg.

• hotmail,

• yahoo, gmail)

25. Resources

• Online tutorials

• 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

• WordPress support:

• • 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/

• Teaching Portfolios:

• • 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]

• Twitter catherinepaul

• Facebook: catherine.paul@gmail.com

Emily Renoe, UBC[email_address]

• Twitter: emilyr

• Facebook: emily renoe

• http://wiki.ubc.ca/EmergingTech