Kehrwald Sloan2011
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Programmatic approaches to e-portfolio integration:
Experiences from across the university
Benjamin KehrwaldStuart DinmoreGeorge Bradford
Learning and Teaching Unit, University of South Australia
I am a:
University administrator
Team leader for instructional designers (or similar)
Instructional designer (or similar)
Teaching academic
Interested other (?)
My department/college/unit is
Using ePortfolios across the board
Trying to implement ePortfolios
Thinking about using ePortfolios
Telling me to find out all I can about ePortfolios at Sloan-C
Not engaged with ePortfolios
Exhausted by ideas prefixed by ‘e’
We just spent $10M on our new personalised learning environment.
...when does the magic start?
Focus on ePortfolios
How do we support the use ePortfolios? widely?
effectively?
consistently?
as part of everyday learning and teaching?
integrated into existing good practices?
in innovative ways?
...the implementation of ePortfolios in the curriculum will only be effective if they are integral to the learning activities or the assessment and if they have a specific and integrated purpose.
Hallam, G, Harper, W, McCowan, C, Hauville, K, McAllister, L, & Creagh, T. (2008) ePortfolio use by university students in Australia: Informing excellence in policy and practice, Australian Learning and Teaching Council.
Programmatic Implementation
The program
Moving beyond in-course activity
Holism: understanding relationships between
courses, modules, activity
Focus on students’ experiences within a
program of study
Collaborative academic practiceShared understandings
Shared practices
Shared ownership
The process
1. Identification of eP development candidate programs
2. Program mapping3. Identification of opportunities for eP use (courses, key
stakeholders) and rationales (pedagogical, practical, etc)
4. Course mapping & Identification of eP tasks5. Materials development
6. Teaching
7. Evaluation
Identification of programs
Practical indicators
Size of the program
Future viability of the program
Program Directors to lead in the project
Staff willing & able to engage with technology
Cohesive program structures
Pedagogical indicators
Students work with rich media
Students generate artefacts regularly
Reflective practice is a feature of student activity
There are professional competencies associated with credentialing
Practical components to the program which can be supported with eP use
Program Mapping
• Explicate structure, content, progression• Map against – Assessment– Professional requirements– Program-related extra-curriculars– ‘and other’
• Develop rationales• Generate eP implementation blueprint
Opportunities to integrate ePs
ePAssessment
Opportunities for feedback
Formative processes/ feedback
Professional credentialing Professional
profiling/ Career
development
Creating records of activity or
accomplishment
Mentoring (out of course)
Course Mapping
Course Mapping
Explicit links between intended activity and eP use– Formative work– Collaborative tasks– Assessments– Creating, collecting and organising artefacts– Reflection
Identification of eP tasks
Materials development
• Electronic study materials (OLE)– Task descriptions– Technical or procedural support
• Templates, pages (eP)• Exemplars• Teaching notes
Our pilot programs
• Property Management• Occupational Therapy• Medical Radiation• Visual Arts*• Ecology*
Property
Sem 1 Sem 2 Extra NotesY1 1 course +
Y2 4 course +Y3 5 courses +
Med Ra
d
Sem 1 Sem 2 Extra NotesY1 2 course s
Y2 4 courses Y3 8 courses Y4 8 courses
OT
Sem 1 Sem 2 Extra NotesY1 3 course
Y2 4 course +Y3 6 courses+Y4 5 courses+
Heavy use- in assessments, directed learning activityLimited use – optional use, independent activity
Examples
Building Faults Report (Property)
Formative task: Report on one building fault
• In eP, provide 400 word report• Include Identity,
Cause, Fix, Cost• Include Images• Include reference
to source material
Feedback
• Text feedback in eP• Formative, informs
assignment work• Limited scope• From teacher
Assessment: Create a portfolio
of 5 faults
• Can incorporate formative example
• Formal report, outside of eP, but can be uploaded for showcase
Electronic Poster (Med Rad)
Student create posters
• Group work• Hard copy posters,
digitized
Posters uploaded to eP
for feedback
• Poster pages, one per group
• Can be linked to individual portfolios
Peer assessment of
posters
• In eP, via star rating and text
Face-to-face poster defence
• Questions, discussion and teacher feedback f2f
Reflective Video Portfolio (OT)
Perform clinical practice on
video
• Upload video to eP page,
• make available to others
Reflect on performance
(text)
• Add reflection to the page with video
Feedback on performance
• Teaching staff to view video, read reflection, provide feedback
All or some of the page can be kept in personal
portfolio
• Students decide what to include in their portfolio and what to display
Lessons Learned
Be upfront about the costs• Time• Money• Meetings• Support
Lessons Learned
Balance realistic estimates against the fear factor
...don’t scare people away
Lessons Learned
Pick your puncheseP’s don’t fit everywhere– Choose programs carefully– Be explicit about goals and keep the
focus
Many academics aren’t familiar with ePs– Work the process as an educative
opportunity
Lessons Learned
Get managers and leaders onside– Heads of school/department– Program directors– Teaching champions– Technology champions– Student representatives
Share leadership