Presentation by Lyn Lewis (AUT University, NZ) at Mahara Hui in Auckland, NZ, on 9 April 2015. The recording is available at https://www.youtube.com/watch?v=TvYwVUwYaPs Licensed under Creative Commons BY-SA 3.0.

1. Lecturers
are
better
informed
and
skilled
users
of
eportfolio
than
their
students
Yeah
right!
Lecturers
are
better
informed
and
skilled
users
of
eportfolio
than
their
students.

3. Context
of
the
Research
Project
• Bachelor
of
Education
(primary)
in
School
of
Education
(AUT)
• 2013
research
project:
ePortfolio
and
curriculum
design:
Student
and
lecturer
perspectives
• 2x
Year
3
cohorts
(53
participants)
survey
questionnaire
and
focus
group:
In
which
papers
has
eportfolio
enhanced
(or
not)
your
learning?
• 6
lecturers
in
the
primary
programme:
survey
questionnaire
and
focus
group:
Have
any
papers
you
teach
been
enhanced
by
eportfolio
and
how
has
this
impacted
on
your
teaching?

4. Lecturer
experience
in
using
eportfolio
• Two
initial
innovators
(2009)
–
one
controls
the
6
PIP
papers,
but
has
not
moved
beyond
eportfolio
as
tool;
the
other
no
longer
teaches
in
the
programme
• All
lecturers
teach
the
PIP
papers
which
continue
to
use
eportfolio
as
originally
designed
in
2009
• Two
papers
(2013)
in
which
eportfolio
was
developed
for
pedagogical
purposes
have
been
inherited
by
new
lecturers
Student
experience
in
using
eportfolio
• Had
used
eportfolio
for
5
semesters
and
in
8
papers
• Lectured
by
both
innovators
in
2
papers
each
• Had
2
lecturers
who
had
inherited
eportfolio
in
papers

5. Lecturer
perspectives
on
eportfolio
Survey
Question
posed ‘Yes’
response
‘No’
response
Additional
comments
Was
there
specific
design
of
learning
activities
to
support
the
use
of
eportfolio?
2 4
“the
assessment
had
already
been
designed
this
way”
Did
you
offer
support
to
students?
2 3 “offered
some
advice”
Only
to
Y1
with
introduction
Did
students
have
control
over
the
design
and
content
of
their
eportfolio?
5 1
Did
eportfolio
impact
on
your
teaching?
1 4 “minimal”
“design
of
multimedia
eport”
Do
you
believe
that
eportfolio
in
your
paper
enhanced
student
learning?
1 3 “greatly
enhanced
through
motivation
and
presentation”
“no
impact”

6. Students’
perceived
views
on
lecturer’s
knowledge
and
skill
in
eportfolio
use
1. Students
identified
a
lack
of
staff
knowledge
and
skill
as
a
major
challenge
to
their
learning
through
eportfolio.
“passing the buck to a student ….’oh, can you
show her how to use eportfolio’?”
“not being able to flick the programme up on the big
screen and saying ‘this is how you do it.’ Instead of
going…mmm.. ask one of your peers … or early
childhood students, ask primary students”

7. Students’
perceived
views
on
lecturer’s
knowledge
and
skill
in
eportfolio
use
2.
Clear
disconnect
in
the
perceptions
of
students
and
lecturers
regarding
the
pedagogical
aspects
of
eportfolio
to
enhance
learning.
“I
was
able
to
effectively
tell
a
story
of
achievement
through
uploading
pictures
and
little
captions.
I
learnt
to
interpret
and
create
meaning
through
a
selection
of
pictures.”
(student)
“the
eportfolio
easily
brings
everything
to
one
place
which
is
easily
accessible
and
portable”
(lecturer)

8. Students’
perceived
views
on
lecturer’s
knowledge
and
skill
in
eportfolio
use
3. Students
have
experience
of
crafting
their
own
eportfolios
whereas
lecturers
do
not
‘own’
their
own
eportfolio.
“I think if the lecturers get on to it and actually use it themselves, they will
understand how it works and then what they ask of us is actually doable …
wouldn’t it be good for lecturers to take this on board and make up their own
Mahara page where we can go and have access and see …what their journey is at
the moment and what they’re passionate about “.

9. The
Challenge!
Can
we
sustain
the
level
of
student
learning
through
eportfolio
as
pedagogy,
if
current
staff
are
unable
to
match
their
student
understanding
of
eportfolio
purpose,
practice
and
skill
level?

10. What
does
the
literature
say
about
staff
professional
learning?
Eynon,
Gambino
&
Tōrok
(2014):
Staff
professional
learning
is
one
of
the
most
significant
factors
in
effective
eportfolio
practice.
C2L
findings
suggest
that
campuses
that
paid
attention
to
sustained
professional
development
were
the
most
vibrant.
Wetzel
&
Strudler
(2006):
low
engagement
by
a
number
of
university
lecturers
due
to
incompatibility
between
beliefs
and
practices
about
learning
and
teaching
and
student-­‐centred
eportfolio
processes.
Students
reported
inconsistent
implementation
of
eportfolio
across
staff.
Joyes,
Grey
&
Harnell-­‐Young
(2010):
suggest
eportfolio
is
‘disruptive’
–
unless
staff
understand
constructive
alignment
of
purpose,
learning
activity
design,
process
and
ownership,
eportfolio
will
remain
as
add-­‐on.

11. What
works:
How
to
motivate
staff?
-­‐ Workshops
and
seminars?
-­‐ On-­‐line
tutorials?
-­‐ Sharing
staff
research
on
eportfolio
to
inform
programme
review?
-­‐ Inquiry
into
learning
and
teaching
to
encourage
reflective
practice
through
staff
IDP/Appraisal
eportfolios?
-­‐ Get
lecturers
to
appraise
student
eportfolios
–
shift
focus
from
teaching-­‐
focussed
conversation
to
a
focus
on
student
learning
(particularly
integrated
learning)?
-­‐ What
else?