Eportfolios are increasing seen as a pedagogical tool to meet the external and internal requirements of a higher education institution. How to approach the embedding of eportfolios can be a challenge in a changing institutional environment. One option is a trial method which can falter if the institutional will for implementation is not forthcoming. Alternatively, course champions can travel the solo road but wider adoption may be a problem. The University of the Sunshine Coast recently undertook a six month Feasibility Study to determine whether the university community value using ePortfolios for student learning. This model enables a stepwise progression towards a staged sustainable eportfolio implementation by gauging interest and collecting evidence through collegiate workplace practices to gaining high level institutional support. The study resulted in a fully supported Early Adopter Phase in 2013 with two programs implementing ePortfolios and a larger staged implementation process to be undertaken next year.

1. Tricks of the Trade in ePortfolio
Implementation: A Case Study

2. Welcome
Christine Slade
ePortfolio Project Manager
Centre for the Support and Advancement of
Learning and Teaching (C~SALT)
University of the Sunshine Coast (USC)
eP Journey since July 2012

3. Where is USC in the ePortfolio process?
July-Dec 12
Dec 2012
ePortfolio
Feasibility
Study
Institutional
support
gained
Jan-Nov 2013
Early Adopter
Phase
Aug 2013
Apply for
Funds Uni
Rollout
2014-16
Anticipated Uniwide Staged
Implementation

4. Start an Email Interest Group
• All staff email sent out initially
• Diverse number of responses
• Within this group – volunteers to trial ePortfolio
software packages
• Feedback/showcase event

5. Gauge Interest – Feasibility Study
a. Investigate purposes USC community require from an
ePortfolio system
b. Develop set of criteria of functional requirements
c. Investigate appropriate software applications
d. To provide future recommendations for ePortfolio use

6. Work with Colleagues
Academic and professional colleagues appreciated our
approach in asking their opinions about use of
ePortfolios for student learning
•
•
•
•
•
Faculty teaching and support staff
Careers
Graduate Attributes
Tertiary preparation
Administration

7. Collect Evidence
Pedagogical
Professional
Staff want their own
eP for PD, PPR
continuing
accreditation and
career enhancement

8. Address All Inquiry Levels
Different levels of understanding about ePortfolios.
1. What is an ePortfolio?
2. Interested but questions
3. See value but inexperienced in use
4. Staff (students?) who have previously used
ePortfolios successfully.

9. Learn from Others
• Other universities report (and confirmed by our participants)
that it is vital to provide an extended support structure not
only for students, but to staff who are involved.
• There are problems with implementing ePortfolio trials
within programs prior to gaining university endorsement of
ePortfolios.
• There is merit in a staged implementation process.

10. Get to Know the eLearning Staff

11. Gain Institutional Support Early
• Feasibility study approach enabled early
institutional buy-in
• Recommendations accepted Dec 2012
- enough interest to use ePortfolios
- PebblePad software suitable
- Develop application for implementation
• Don’t go too far without this support!

12. Early Adopters
2013
Bachelor of OT (100 first year students)
Reflective assessment task
Masters of Midwifery
Case studies
(15 students)

13. Benefits of Early Adopter Phase
• Opportunity to begin a staged ePortfolio implementation
process increases the likelihood of successful outcomes.
Undergraduate and postgraduate level.
Collaboration between faculty and C-SALT to provide
support for staff and students.
Preparation for wider implementation in 2014
-showcasing ePortfolio use
-training of other interested program leaders from
email interest group at same time

14. Challenges of Early Adopter Phase
•
•
•
•
Reactionary facilitation
Larger group to manage
Limited budget
Staff training
-
Management team
- L&T staff
- Academics including sessional staff
• Student training
• Pressure to be a positive experience

15. Balance Action with Support
Driving change is constant BUT
Teachers and students need technological support
Teachers also need pedagogical support to adapt
Resource: Slade & Readman ‘New
pedagogical e-spaces: Keeping
pace with staff readiness’,
HERDSA refereed paper, July 2013

16. Aim for a Positive Experience for All
• Not burdensome
• Stepwise change and adaption
• Well supported
• Address problems quickly
• Plan strategically

17. Keep Hold of the Reigns
• Take a measured
and timely
approach
• Look past
people’s
excitement with a
new technology

18. A Staged Implementation
Supported, steady rollout
– that’s the plan!
We will see…..

19. Go the Extra Mile & Research
• Join community of practice through
publishing.
• Wish list - Knowledge from others about
a Feasibility Study approach

20. Contact Details
If you would like further information please contact:
Christine Slade,
ePortfolio Project Manager
C~SALT
University of the Sunshine Coast
Email: cslade@usc.edu.au