Abstract ePortfolios were piloted to deliver project-based research training. Manual project tracking dominated program communications, adding little to learning engagement. ePortfolios reduced email traffic for the current cohort, projected to be significantly less compared to the previous cohort (p=.02 using an unpaired t-test, eliminating one outlier and p=.68 when including outlier), strengthening the case for eportfolio adoption in more clinical and translational research training programs. Session Description The Michigan Institute for Clinical and Health Research (MICHR) piloted Foliotek ePortfolios for 9 scholars in the Master of Science in Clinical Research (MSCR) program. Engaged training is achieved through a mentored research project that lasts through the one year duration of the MSCR program. ePortfolios were piloted in this course to deliver and support project-based learning. Mentored projects warrant regular monitoring for timely intervention. Manual project tracking dominated program-scholar communications, which added little learning value. Foliotek eportfolios automated reporting on project milestones and deliverables. This allowed learners and the program manager to engage in creative problem solving, as opposed to chasing status updates. This pilot lays the groundwork for introducing eportfolios in other MICHR programs that use high impact practices to train future clinical and translational researchers.

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Learning Belongs to
Learners
Mentored, Project Based Learning and ePortfolios
Workshop
Vic Divecha, MSE, PMP
Michigan Institute for Clinical & Health Research
2:50pm - 3:40pm
May 19, 2014
AAEEBL Midwest
Ann Arbor, MI

2. Who am I?
great ePortfolios are great stories

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Abstract
ePortfolios were piloted to deliver project-based
research training.
Manual project tracking dominated program
communications, adding little to learning engagement.
ePortfolios reduced email traffic for the current cohort, projected to be significantly
less compared to the previous cohort (p=.02 using an unpaired t-test, eliminating
one outlier and p=.68 when including outlier)
strengthening the case for ePortfolio adoption in more
clinical and translational research training programs.

4. Workshop Goal: Create Recommendations
Eduard deBono

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ePortfolios were piloted to deliver project-
based research training.
Background

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Need
Sponsor
Technology
Pedagogy
Drivers:

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Solution Pilot
• Foliotek
• 1 year
• 2013-14 Cohort

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Key Stakeholders

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Method

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Results
to p
or not
to p

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Actual Results
ePortfolios reduced email traffic for the current cohort,
projected to be significantly less compared to the previous
cohort
(p=.02 using an unpaired t-test, eliminating one outlier and
p=.68 when including outlier)

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Brainstorming: Project Portfolio vs. Individual Portfolio

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Next Steps
• Master Portfolio
• “Slices” or “Presentation Portfolios”
• ProjectTeam ePortfolios
• Mentor/Mentee Pair ePortfolios
• Opportunity to collaborate

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References
• Divecha, V. (2009). Improving Quality of Simulteaching by Analyzing Demand for Support.
In T. Bastiaens, J. Dron, & C. Xin (Eds.), Proceedings of World Conference on E-Learning
in Corporate, Government, Healthcare, and Higher Education 2009 (pp. 3480–3482).
Vancouver, Canada: AACE. Retrieved from http://www.editlib.org/p/32984
• Divecha, V. (2008). Simulteaching: Going Beyond Traditional Synchronous Learning. In C.
J. Bonk, M. M. Lee, & T. Reynolds (Eds.), Proceedings of World Conference on E-Learning
in Corporate, Government, Healthcare, and Higher Education 2008 (pp. 757–761). Las
Vegas, Nevada, USA: AACE. Retrieved from http://www.editlib.org/p/29696
Acknowledgements
• NIH/NCATS Clinical and Translational Science Award: 2UL1TR000433-06
• Brenda Eakin, Shannon Marshall-Wilhelm (MICHR)
• Shawna Brooks (Foliotek)

15. Who am I?
great ePortfolios are great stories
Who are we?

16. Focus on the baton,
not the runners.
not the runners.
Ken Rubin
Agile Project Management Expert