Sophie McKenzie 2014 - Incorporating career portfolios as a course-wide learner tool: Case study of IT
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In the field of Information Technology the need for students to be career ready upon leaving University is more important than ever. Employers are reporting a shortage of graduates with adequate skills, arguing that students are often unprepared for the workforce. In an effort to address employability concerns tertiary curriculum is looking towards portfolios as a way of presenting a picture of students skills. This presentation will focus on the efforts of the School of IT at Deakin University in using a course wide portfolio approach to support and produce graduates that meet the requisite skill set as required by industry. Using resources provided in the Information Technology Course Hub, hosted in the Learning Management System Desire2Learn, IT students build a portfolio that provides evidence of their achievements with respect to relevant learning outcomes, and showcases their skills, achievements and career competencies. The process of building the course hub, and outcomes so far, will be presented in this session.
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Sophie McKenzie 2014 - Incorporating career portfolios as a course-wide learner tool: Case study of IT
- 1. Incorporating Career Portfolio’s as a Course Wide Learner Tool Case study of Information Technology Sophie McKenzie Deakin University School of Information Technology
- 2. Portfolio @ Deakin D2L ePortfolio is about building competencies ◦ Academic literacies ◦ Course competencies ◦ Career competencies
- 3. Career Competencies Personal Management Learning and Work Exploration Career Building Articulation of skills for employability ◦ In IT technical and soft skills
- 4. The Students Very focused on IT “Learning Coding” Choose IT because they “like computers” “like playing computer games” Have very vague or no career aspirations Difficulty in understanding what goes into an “IT course” – evidenced by “Why do I have to learn about databases”
- 5. Students’ view of degree Enjoy their chosen major BUT… Have difficulty constructing their ‘course’ into career competencies Don’t plan progression through 3 years
- 6. Assessment Unit learning outcomes Course learning outcomes and career competencies Course Design
- 7. Course Design Student Approach Assessment Unit learning outcomes Course learning outcomes and career competencies
- 8. Course Design Student Approach Assessment Unit learning outcomes Course learning outcomes and career competencies
- 9. Course Design Student Approach Assessment Unit learning outcomes Course learning outcomes and career competencies
- 10. Course Design Student Approach Assessment Unit learning outcomes Course learning outcomes and career competencies
- 11. Aims for introducing ePortfolio Provide a structured, holistic perspective of IT studies for students Focus on Course Learning Outcomes Encourage development of professional/career aspirations THROUGH Development of ‘graduate’ ePortfolio
- 13. ePortfolio strategy Students use ePortfolio from Year 1 Students create/collect artefacts and submit and save as artefacts Learn reflection to build competencies Career development – guided activities Integrated through course site
- 15. Course Design Student Approach Assessment Unit learning outcomes Course learning outcomes career competencies
- 16. Course Design Student Approach Assessment Unit learning outcomes Course learning outcomes
- 17. Outcomes so far 1st year of course wide implementation Progressing students career development awareness: key ◦ Skills progression ◦ Job awareness ◦Employment opportunities
- 18. Outcomes so far Building students skills for articulating career competencies: a challenge ◦Reflection ◦Reporting on evidence/ learning outcomes ePortfolio use becoming common and linked with assessment
- 19. Next steps Continue staff development of ePortfolio use Incentives to ePortfolio development for students ◦ Industry feedback ◦ Exemplars ◦ Prizes/ competitions
- 20. Thank you Please ask me any questions in our next break 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.
Hinweis der Redaktion
- About me: Playing with portfolio since 2012 Teach in games design and development Research interests in IT education – Member of the IT for future education group
- 2012-2013) Continued use of ePortfolio by staff Development of resources to support students ePortfolio development
- Area A: Personal Management Build and maintain a positive self-concept Interact positively and effectively with others Change and grow throughout life Area B: Learning and Work Exploration Participate in lifelong learning supportive of career goals Locate and effectively use career information Understand the relationship between work, society and the economy Area C: Career Building Secure/ create and maintain work Make career-enhancing decisions Maintain balanced life and work roles Understand the changing nature of like and work roles Understand, engage in and manage the career-building process
- Careers in IT: Computer Science, Mobile and Apps, Games Design and Development, IT security Recent research into students career aspirations
- Core units Don’t understand rationale Elective units Chose for interest/enjoyment
- Our view of course design: alignment of learning outcomes with assessment, minimum standards articulated in assessment
- We all know this is what students focus on. The elements needed to ‘get through’ a unit.
- There understanding of what we term unit or subject learning outcomes is unclear.
- There is even more confusion is we ask students to think about the outcomes from their course, and how what they learn impacts on their career building.
- One solution for articulating outcomes is ePortfolio! While other approaches to articulating course learning outcomes are included in our T&L approach at Deakin, we see portfolio as one way for students to engage with articulating their learning outcomes.
- Students use ePortfolio from Year 1 Students create/collect artefacts and submit and save as artefacts Learn reflection to build competencies Career development – guided activities Integrated through course site
- If we revisit out pyramid we can see how we are attempting to change student perception of their learning, from micro assessment and unit focus to something much more holistic.