This presentation is grounded in the experience of an Australian School of Medicine and Health Sciences which developed new academic programs following a program level approach to curriculum and assessment. The intention was to design programs that provide students with a deliberate and arranged set of longitudinal teaching, learning and assessment activities that help them see the ‘big picture’ of their programs; something that is getting difficult with the increased modularisation and unitisation of higher education. The presentation will outline in 20 slides how the philosophy that drives curriculum development in the School, that of enactivism, is realised through the implementation of an e-portfolio programmatic assessment design and implementation. In particular, the creation of a capability framework, the adoption of a program level assessment using an e-portfolio and the development of assessment rubrics that support programmatic assessment will be explained. The presentation will conclude with the Faculty and student voices reporting the challenges and opportunities of such an approach and lessons learnt for the future.
7. 7
BACHELOR OF CLINICAL SCIENCE
YEAR2YEAR1
SESSION 2SESSION 1 MED 3
SESSION 2SESSION 1 MED 3MED 0
MEDI103: ProfessionalPractice 1
PHYS149: Physics for Life Sciences
HLTH108: Anatomical Sciences 1
CBMS104: Biomolecules
BIOL108: Human Biology
MEDI206: ProfessionalPractice 2
STAT170: Introductory to Statistics
MEDI204: Neuroscience 1
MEDI203: Musculoskeletal 1
People/Planet Option
MEDI305: ProfessionalPractice 3
MEDI303: Neuroscience 2
PHTY302: Biomechanics ofHuman Movement
MEDI205: Human Health and Disease Processes
PHTY301: Human Movement
MEDI307: Laboratory Experience and Training 2
MEDI306: ProfessionalDevelopment 2
MEDI308: Health/Research Placement
MEDI302: Renal and
Alimentary 2
MEDI301:
Cardiorespiratory 2
MEDI202: Renal and
Alimentary 1
MEDI201:
Cardiorespiratory 1
MEDI206: Professional
Practice 2 (cont’d)
MEDI209: Genetics
and Genomics in
Medicine
MEDI208: Laboratory
Experience and
Training 1
MEDI207: Professional
Development 1
MEDI304: Advanced Clinical Science
People/Planet Option
1
2
3
9. Bachelor of Clinical Science
BIOL108
Human Biology
Essay
Reference List
Online Weekly
Quizzes x12
Writing Task
Final
Exam
CBMS104
Biomolecules
Workshop
Reports x4
Molecule Project
Report
Mid-semester Test
Final
Exam
HLTH108
Anatomical Science 1
Quizzes x6
Practical
Test 1
Practical
Test 2
Final
Exam
PHYS149
Physics for Life Science
Tutorial
Assignments x10
Lab Session
Mid-Semester
Exam
Final
Exam
MEDI103
Professional Practice 1
Written Video
Analysis
Group Project
Annotated
Bibliography
Portfolio
Assessment
MEDI201 -
Cardiorespiratory 1
Weekly Mini-
Exams x 4
Online Learning
Activities x5
Anatomy
Lab Test
MEDI202
Renal & Alimentary 1
Mini Exams x4
Online Learning
Activities x5
Anatomy
Lab Test
Assessed
evidence
11. Implementing
the initiative
1.1 Describe the Portfolio Assessment
1.2 Access PebblePad
1.3 Navigate PebblePad
1.4 Upload a non-assessed asset/evidence into PebblePad
1.5 Define and Asset using the generic PebblePad templates
1.6 Make a start on Personal Statement & Week 2 Reflection
PebblePad Workshop 1
PebblePad Workshop 2
2.1 Upload an mQ assessed asset/evidence into PebblePad
2.2 Locate and assign a mQ Assessed Evidence template
Introduction
PebblePad, the personal learning space, is your private, secure online space where you can create
records of learning, experiences and achievements. Structured resources are on hand to prompt and
guide you and, they can be easily saved as your private assets/evidence where your experience and
reflections become a rich tapestry for showcasing or tracking your learning journey of knowledge, skills
and attributes. PebblePad+ is a private space however, you can easily share your assets/evidence for
assessment, peer-review, CPD or grading. Pebble+ Home is the starting point for all your interaction
with PebblePad. Here is a guide to navigating the Pebble+ Dashboard.
Navigation
1.! Pebble+ Dashboard
2.! Burger menu – so called because it looks like a burger. This menu opens as a side menu with
links to:
a.! Asset store
b.! Resources store
c.! Upload a file
d.! Start working on… Templates and workbooks
e.! Get creative – portfolios and pages
f.! Learning centre
3.! PebblePad Logo – returns you to the home page
4.! Pebble+ logo – returns you to the home page
5.! ATLAS – Takes you to the ATLAS Dashboard
6.! Asset Search - Opens a search tool in the sidebar where you can do a keyword search for
assets, resources, and uploaded files
7.! History - Opens a search tool in the sidebar where you can do a keyword search for assets,
sources, and uploaded files
of PebblePad – especially important if you are working on a computer that is
Uploading an Asset (your evidence)
To meet assessment, CPD or accreditation requirements you are expected to collect and have at call
evidence that supports the minimum requirements in your education or profession.
You can upload any kind of digital file into your Pebble+ Store. We know that you have lots of
interesting things (photos, scanned certificates, video clips, etc.) that you would like to use for many
reasons (evidencing skills, moments worth reflecting on) PebblePad have made it easy for you to access
the upload tool from lots of different places within PebblePad. To keep the process simple, we will only
illustrate two of the many options to upload.
1.! On the Pebble+ Dashboard click the Upload new tile
Accessing Feedback
Feedback on work submitted automatically or manually is available to students when it is released for
viewing. You can access feedback in a couple of different ways.
Option 1
1. Click on the What’s happening? tile on your dashboard.
2. PebblePad will present you with the latest up-to-date timeline of things you need to know e.g. if
any feedback has been left for you.
1
Tutorial Week 9 - Room Full of Errors Activity
Before we get into the steps needed to complete the Room Full of Errors resource in PebblePad, I’d like to
remind you that the most important step of all is to save your work. This applies to anything you do in any
system (inside or outside PebblePad) Remember to click the Save button as often as you are happy to lose
work i.e. if you can afford to lose 5 minutes’ worth of work click every 5 minutes, if you can’t afford to lose 5
minutes’ worth of work click save more often. OK let’s get started.
1.! Open PebblePad from within iLearn
2.! View your Resources store located under the burger menu
3.! Select the Room Full of Errors Activity from the list of templates
15. Building a
scalable solution
40
80
80
70
140
140
50
100
100
60
120 60
0 100 200 300 400 500 600
2016
2017
2018
Number of ePortfolio Users
Year
Bachelor of Clinical Science
Doctor of Physiotherapy
Macquarie University Hospital
Nursing
Masters Publich Health
Global Medical Doctor
21. Program level design using
e-Portfolios: Getting the big picture
THANK YOU FROM US
PANOS VLACHOPOULOS & SHERRIE LOVE
Hinweis der Redaktion
Sherrie: Hi, I’m Sherrie Love, Senior Learning Designer in the Faculty of Medicine & Health Sciences
Panos: Hi, I’m Panos Vlachopoulos, Senior Teaching Fellow in Learning Innovation in the Faculty of Medicine & Health Sciences.
Both: And we’re from Macquarie University where our campus is a short hop, skip or jump from Sydney.
Panos:
We are here today to make two important points.
Program level design when it’s done properly can be one of the most effective ways to ensure the students get the big picture in their studies
ePortfolios when implemented to support program level design can be one of the most effective assessments.
Sherrie:
Thank Panos.
But how can we help students get the big picture. It’s really not an easy one to answer. Our view is that everything begins with getting the assessment right. This is what we call in this presentation programmatic assessment. Which we implemented to help students join the dots across a program of study.
Panos:
Our story begins with an attempt to design develop & implement programmatic assessment using an ePortfolio tool in an undergraduate pre-clinical program at Macquarie university. Our major challenge was not the implementation of the electronic portfolio but getting the assessment right. Together with academics and medical practitioners we developed such an assessment framework using professional capabilities as our guide.
Panos:
But what will our graduate look like? Well some of them will end up being doctor’s others may choose a different healthcare career or follow their heart into research. Regardless of their choice we agreed as a faculty that our students will be competent scientist, & scholars, engaged citizens and professionals.
Panos:
But what is the evidence? How do students collect them and reflect on them? How do academics assess them and provide feedback? The use of an electronic portfolios appeared as a very good solution at the time. But not without challenges. [Introduce the three papers 1- what students select to report 2. What training they need 3. How valid and reliable is their assessment.
Panos:
One of the most common uses of electronic portfolios is the collection, reflection and presentation in the final year unit – capstone or similar. Other approaches include embedding the ePortfolio in every single unit. Our approach was to create a longitudinal stream of professional practice which houses the portfolio.
Sherrie:
How does it work? We provided our students with scaffolded workbooks that included the capability framework, training materials & templates to be used for collection of evidence from different learning experiences across the program.
Sherrie:
Talk about pulling in evidence from across the program and linking to capabilities.
Sherrie:
Highlight how assessed evidence is complimented by other evidence that isn’t assessed.
Sherrie:
How difficult was it to implement such an initiative? We supported learners in the task by running tailored training sessions and developing custom resources & guides. We trained their tutors to act as portfolio advisors and we hired an experienced GP to provide detailed feedback and support around professional development.
Sherrie:
But what about the technological challenges? Can an “out of the box tool” provide everything we need? The answer is no. Every single tool has its own limitations and strengths. Our approach was to test the tool, work with its strengths and collaborate with the provide to address its limitations. In that way we ensure fast progress with the development of our design without compromising our pedagogical principles.
Sherrie:
Add something here
Sherrie:
Add something here.
Sherrie:
Add something here.
Panos:
Evaluation process – collecting data early, customising and running extra workshops and support. E.g. Socrative
End of unit evaluation.
Josh’s clip
Isabell’s clip
Panos:
Since we stated we improved the assessment process with the inclusion of milestones and changed the template to be more concise and economical. As we expand we need to be creative in the way we implement these templates in different contexts. Which is important for sustainability. We were surprised with the digital competency of our students to the level that we want to include them as designers in the next revision of our portfolio and as tutors for our new cohort of students.
Panos:
In the last 6 minutes and 40 seconds we advocated the use of electronic portfolios in programmatic assessment. We put pedagogy before technology. We were realistic about what technology can offer. We showed that success in achieving results comes from collaboration between academics, developers, designers, students & anyone else who has a good idea to offer.