Making Success visible Sam Harris
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Transcript of Making Success visible Sam Harris
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Making Success Visible
Sam Harris
Learning Designer:
ePortfolio
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• Faculty of Health & Behavioural Sciences
– Bachelor of Nursing
– Bachelor of Midwifery
– Bachelor of Nursing and Midwifery
– Master of Nursing Studies
– Master of Nurse Practitioner Studies
– Bachelor of Pharmacy (Honours)
– Graduate Certificate in Pharmacy Practice
– Master of Dietetics Studies
– Bachelor of Dental Science (Honours)
– Master of Speech Pathology Studies
– Master of Occupational Therapy Studies
– Master of Business Psychology
– Bachelor of Health, Sport & Physical Education
– Bachelor of Social Work
– Master of Social Work Studies
– Master of Psychology
– Bachelor of Speech Pathology Studies
• Faculty of Medicine
– Doctor of Medicine (Pilot)
– Bachelor of Health Sciences
• Faculty of Engineering, Architecture & Information
Technology
– Bachelor of Engineering (Honours)
– Master of Engineering: Professional Experience
Context: Current & Future ePortfolio programs
• Faculty of Business, Economics & Law
– Master of Business (MGTS7621 Career
Transition)
– Master of Tourism, Hospitality & Event
Management (TOUR7040 Professional
Experience)
• Faculty of Science
– Bachelor of Veterinary Science
– Bachelor of Veterinary Technology
– Bachelor of Equine Science
– Bachelor of Occupational Health & Safety
Science
• Faculty of Humanities & Social Sciences
– Bachelor of Arts (WRIT3613 Making History)
– Bachelor of Criminology & Criminal Justice
(Honours)
– Master of Teaching (Primary)
– Bachelor of Music (Honours)
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• Advocating for “another platform”
• Teaching & Learning impact can be difficult to
make tangible
• Cutting through: How to make people care?
Making success visible: Defining the problem
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• Quantitative Evidence – Data capture and
analysis
• Qualitative Evidence – Build a bank of
successful use cases
• Share the Success – Build a Community
Potential Solutions
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Quantitative EvidenceAligning Assessment Criteria with Competencies/Outcomes
Courtesy of Ms Peta Winters-Chang
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Run with Time Intervals by:
• Student to demonstrate individual progress over time
• Group to demonstrate cohort differences or (better yet),
impact of adjusted teaching and learning practices
Courtesy of Ms Peta Winters-Chang
Quantitative EvidenceAligning Assessment Criteria with Competencies/Outcomes
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Quantitative EvidenceStudent-focused Outcome Tracking
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Quantitative EvidenceEstablishing baseline of student performance
Courtesy of Dr Peter Moyle
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Quantitative EvidenceAnalysis by Criteria
Courtesy of Dr Peter Moyle
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Quantitative EvidenceAnalysis by Criteria by Assessor
Overall Cohort
Assessor D
Courtesy of Dr Peter Moyle
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Qualitative EvidenceePortfolio Models of UseTrack Development
Tracks student performance across chosen performance indicators over
time. This can allow for student goal-setting and tracking (student-centred),
as well as effectively charting student progress against the Program learning
objectives, skills and competencies (teacher-centred).
Collaborate
Provides a platform for the creation of learning activities based
upon student collaborative production and peer assessment.
Reflect
Develops self- and peer-reflective practices within students. This
allows students to contextualise their work within their academic
and professional growth.
Showcase
Provides students with a means of presenting an array of
exemplary work. This can be used by the student after graduation
for professional accreditation, while seeking employment, and for
establishing an academic/professional identity.
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Qualitative EvidenceTracking Development - Dietetics
Courtesy of Ms Cheryl Collins
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Courtesy of Ms Cheryl Collins
Qualitative EvidenceTracking Development - Dietetics
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Master of Teaching (Primary)
• Students use the ePortfolio to
demonstrate accreditation for
Education Queensland
• Guidance given in showing
evidence against the AITSL
standards framework
Qualitative EvidenceShowcase
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Future Showcase directionUQ Employability Award
• Students use the ePortfolio to capture their extracurricular activities
towards the UQ Employability Award
• This embeds the UQ ePortfolio as a standard means of collecting
evidence around the broader student experience
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• Teaching & Learning
Committees
• Video Case Studies
• Exemplar Materials
• ePortfolio Community of
Practice
Sharing the success
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Sharing the successShowcase Exemplars
Created by Ms Jessica Tsai
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Sharing the successePortfolio Community of Practice
Currently 32 members with ~15 active members
Mixture of Professional & Academic staff
Formal Purposes:
• Determining best practice across ePortfolio use
• Identifying new means of leveraging the tool for effective teaching and
learning
• Collaborative problem solving of implementation issues within Programs
and Courses
• Stewarding knowledge to ensure continuity of practice
Informal Purpose:
• A place to share and celebrate victories, commiserate over setbacks, swap
tips and resources, and chat off-the-record with those who are going
through a similar experience
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• Advocating for “another platform”
– The “right tool for the right job”
– Demonstrate value not able to be shown otherwise
• Teaching & Learning impact can be difficult to make
tangible
– Quantitative data to demonstrate impact
– Qualitative case studies easily citable examples
• Cutting through: How to make people care?
– Exemplars to show what is possible
– Share stories of success with invested others
Answering the problem
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Project Sponsor: Professor Sarah Roberts-Thomson
Project Managers: Tamara Pratt, Renee Golding & Greta Scott-Hunter
Project Team:
Jessica Tsai
Dr Sam McKenzie
Elizabeth Wardrop
Ailsa Dickie
Nathan La Burniy
Sam Harris
Project Team (Past & Present)