USING EPORTFOLIOS TO DEVELOP CAREER OBJECTIVES IN GAMES DESIGN AND DEVELOPMENT AT AN AUSTRALIA UNIVERSITYSophie McKenzie, Deakin University, School of Information Technology, sophie.mckenzie@deakin.edu.au

Kathryn Coleman, Deakin University, Deakin Learning Futures, kate.coleman@deakin.edu.au

Sabrina Chakman, Deakin University, DSL Careers and Employment, sabrina.chakman@deakin.edu.au

Introduction: ePortfolio @ Deakin• Introduced 2012• Within Deakin’s Online Learning Management System• Each user has their own space

• Integration with units via dropbox submissions and sharing

Introduction: ePortfolio @ Deakin

• Competency based • Building learning artefacts• Not yet assessed as a

courseoutcome however

• Employment focused (Blackburn and Hakel 2006)

• Enhance professional preparedness in games design• Develop skills in reflective

practice (Yang 2013)

Games Design and Development

• Competitive employment • Requires a demonstration of skills via a portfolio (physical or electronic)

• Educational providers important • Prepare for career readiness

and to support self-efficacy

Pedagogy in Games• Practical application of skills

• Demonstration

• Collaborative learning environment• 1:1 helping students• Academic staff take practicals

and lectures• Builds stronger student/teacher

relationships

• Recording skills• ePortfolio• Gamification – leader boards

and awards

Teaching Context

• This study focuses on 1st year tertiary students

• Fundamentals of Game Design• Mixed groups of students

• Board topics• Focused week on industry

Teaching Context

• This study focuses on 1st year tertiary students • Purposefully designed activities in ePortfolio

• Career development• Maintained and updated during the remainder of their education

1st Year Introductions• ePortfolio: Purpose and use• Information sessions• In class activities • Reflective tasks

http://magiccards.info/extra/scheme/archenemy/introductions-are-in-order.html

ePortfolio: What we did/ are doing• ePortfolio template ‘pushed’ to students

• Linked to course LO and GA

• In 1st year introduced the concept• “ePortfolio: Why bother?” short video – authored by Sophie

McKenzie• ePortfolio: various videos on ‘how to’ produced by current student

Career Development: What we did?• Information Session 1

Career Development: What we did?• Information Session 2

Career Development: What we did?• In class activities/ reflection

• Week 3• Action Plan

• Goal Setting• Action Plan

• Save to ePortfolio for revisiting later

• Week 11• Update action Plan• Career Questionnaire

• My job upon graduation• Top 4 skills that I need to develop

• Save to ePortfolio for revisiting later

Research Approach: Methodology

• Action Research: Multiple data sources and types• Research Questions:

1. What are current students career aspirations and expectations?

2. How best to support and develop tertiary IT students to support their career aspirations?

• This study preliminary data collection to help address these questions• Much more to do!

Data Collection Techniques• Quantitative

• Career Development Making Self Efficacy Scale (Betz et al 1994)• Response rate: 11/150 students• Captured post unit

• Qualitative• Career Questionnaire: response rate 17/150• Career Action Plan: response rate 18/150• Captured during practical class

Research Outcomes

• CDMSE

• Gathering occupational information: 17.6000• Goal selection: 18.1000• Planning: 16.6000• Self-appraisal: 18.3000• Problem solving: 17.8000

Research Outcomes: Questionnaire

• Highest rated skill to develop• Technical

• What job are you hoping to get?• 8 in Games• 4 not sure• 5 other IT or general IT job• “I'm not sure. I haven't picked my major yet but it will probably be

either Software Development or Networking, so something in one of those areas”.

Research Outcomes: Action Plan• Career Goals

• Finish University

• Impediments• Motivation, not finishing University

• Action to achieve goals• Attend class, talk to tutors, follow through with tasks• “By getting a job while studing [sic], I gain new experiences working

in the workforce, also I plan to do independent programing projects myself”.

• Activities to help me achieve action• Select right units, voluntary or work experience• “Practice with different ways to produce software through different

engines and scripting languages to see what suits me best and provides the best results”.

Support of Careers in Games

• Build technical competencies• Demonstrated through

communication and problem solving skills

• External influences on career decisions

• Internal development (self appraisal) more difficult to develop

Development of Practice in ePortfolio• Teaching reflections• Use needs to be consistent across

all units in IT• Maintaining upkeep

• How to keep students updating their Action Plan?

• What career development beyond 1st year?

• ePortfolio course templates

Conclusion: ePortfolio in Games• Small study: not comprehensive• Self-directed, student centred approach

• Enhance professional preparedness in games design

• Student reflection • Relationships between the learning outcomes and their educational

experiences

• Developing personal and professional future career aspirations, aptitudes, and opportunities for employment

• References• Blackburn. J., and Hakel. M., 2006, Enhancing Self-Regulation and Goal Orientation

with ePortfolios, Handbook of ePortfolios, IGI Group• Betz. N., et al, 1994, Evaluation of a Short Form of the Career Decision-Making Self-

Efficacy Scale, Journal of Career Assessment, SAGE• Yang. J., et al, 2013, Career development learning and electronic portfolios: Improving

student self-efficacy in employability skills in an undergraduate science course, Career Development Learning and ePortfolio, IN press.