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Thinking about implementing e-portfolio in education

  1. Starting to think about ePortfolios Prepared for School of Nursing Bronwyn Hegarty and Sarah Stewart 2012
  2. Overview of what is covered What do you want to get out of this session? What are the different types of ePortfolio Examples Definitions – reflection, reflective learning, etc. Critical thinking overview Designing tasks for a portfolio Barrett’s Five-stage model Where to from here?
  3. Why use ePortfolios? • Increases engagement – “the engaged learner, one who records and interprets and evaluates his or her own learning, is the best learner” (Yancey 2001b, p. 83). • Provides constructivist learning and active learning, develops metacognition and deeper learning (Dibiase, 2002). • Develops digital information literacy skills (Lorenzo & Ittelson, 2005). • Prepares student for professional practice
  5. Student portfolios Types of portfolios •Learning - evidence of learning, personal growth, planning and monitoring learning •Assessment – collection of work which is assessed •Showcase (Professional) - competencies for practice and APC, and presentation to employers
  6. The Learning Portfolio – what is it? • A record of the learning process - reflections, goals • A personalised learning space which the student controls • An evidence repository – achievements, learning • A medium for encouraging: – Engagement and deeper learning – active, experiential – Critical thinking and reflective learning – Metacognition – awareness of knowledge and experiences, goals, actions, monitoring or self-regulation (Flavell, 1998) – Formative feedback – Development of community of practice
  7. Source: Zubizarreta, J. (2004)
  8. Benefits for learning A learning portfolio can encourage deep learning through reflection, reflective learning and critical thinking, and provide evidence of professional learning and reflective practice. Example:
  9. Assessment ePortfolio • Present specific pieces of work for assessment, maybe at the end of a course , year or program. • What do you want to assess – the process of learning or outcomes of learning? • Need to think about how you will assess ie marking rubric
  10. Benefits of an Assessment ePortfolio • Easily stored, accessible and edited • Facilitates different modes of technology and assessment • Facilitates group work • Increases student motivation Example:
  11. Showcase (Professional) • Student/professional may pick and choose what she displays according to the purpose of the ePortfolio
  12. Benefits • Facilitates different approach to presentation • Easily accessible and stored • Supports use of different media Example:
  13. What goes in the ePortfolio? • Collection of artefacts (evidence) • Reflections • Assignments • Cases • Articles – annotations • Goals for learning • Achievements in subjects
  14. Examples • • • •
  15. More Examples Virginia Tech gallery : (Work Showcase link)
  16. Definition of reflection Reflection is deliberate and mindful thinking about one’s experiences and the self-evaluation of feelings, decisions, understandings and actions, which may lead to development of professional learning for professional practice (based on: Boud & Walker, 1990; Boud et al., 1985; Rodgers, 2002b; Tremmel, 1993). (Hegarty, 2011.)
  17. Reflective learning Used as a process for understanding new material while also making connections to existing knowledge (Boud, Keogh & Walker, 1985; Moon, 2004). Reflective questions to stimulate inquiry about learning. •What did I learn? •How did I learn? •Why did I learn? •What will I do with my learning? •What are my goals and actions for learning?
  18. Core Critical Thinking Skills To use CT as a tool of inquiry, the following skills are needed: •Interpretation •Analysis •Inference •Evaluation •Explanation •Self-regulation (Facione, 2011)
  19. Facione, P.A. (2011)
  20. Definitions Professional learning: Learning which has relevance to professional practice and occurs when new knowledge and understanding, skills and insights are gained and may lead to the achievement of professional goals Reflective Practice: A process associated with professional learning, which includes effective reflection and the development of metacognition, and leads to decisions for action, learning, achievement of goals and changes to immediate and future practice. (Hegarty, 2011.)
  21. Designing activities for an ePortfolio • What type of activities are you already using which could transfer to an ePortfolio? • What are you expecting students’ to demonstrate? • Categorise the learning you would like them to engage in - mastery, engagement, deeper learning, experiential learning, critical thinking, reflective learning, metacognition, achievement etc.
  22. Designing new tasks for a portfolio • What will they look like? Reflection Documentation/ Collaboration/ Evidence Mentoring 5. What kinds of reflective questions would you ask students to address? 6. What kinds of evidence would be most useful? 7. How would you engage students in collaboration and mentoring in the process?
  23. Designing ePortfolio assessments • What type of assessments are you already using which could transfer to an ePortfolio? • How would you develop assessment criteria? • How would you support the student?
  24. Thinking about Showcase (Professional) ePortfolio • How would you scaffold students into this? • What are the professional issues in relation to APC? • What is the thinking at a professional level about portfolio, competency demonstration and moving into an electronic (online) environment?
  25. Barrett’s Five-stage model 1. Define portfolio context and goals; 2. Working portfolio - content and evidence, standards to be demonstrated; 3. Reflective portfolio - record of self-reflection, goal-setting; 4. Connected portfolio - organization of digital content using hypertext links; 5. Presentation portfolio - storage and presentation medium e.g. server, CDRom (Barrett, 2000).
  26. Factors to consider • Purpose • Audience – feedback, community of practice • Content – evidence, reflection • Location – open web (blog and wiki), Google Sites, platform (Mahara, Pebblepad. • Formats – text, images, video, audio • Security and professionalism • Portability • Digital literacy – students and teachers
  27. Portfolio platforms Google sites template for building eportfolios: Mahara - Mahara Otago Polytechnic - Pebblepad - Blogger – Wiki – Moodle
  28. Summary Ideally, portfolios are student-centred, student- owned and located on accessible platforms that the students can continue to use long after their course of study is completed.
  29. Where to from here? Teachers who keep a professional portfolio of their learning and practice experiences have an advantage. They are better placed to support students with their portfolios. Teachers who develop skills in creating an electronic portfolio can guide students more confidently.
  30. Examples and references we used can be found in the Flexible Learning Guidebook References section located at: Authentic assessment Toolbox –
  31. Resources • Sarah Stewart’s ePortfolio “musings”: • Eportfolio Community of Practice:!f • More ePortfolio examples:
  32. References • Barrett, H. (2000). Electronic Teaching Portfolios: Multimedia Skills + Portfolio Development = Powerful Professional Development. In D. Willis, J. Price & J. Willis (Eds), Proceedings of Society for Information Technology & Teacher Education International Conference 2000 (pp. 1111-1116). Chesapeake, VA: AACE. Retrieved from • Boud, D., Keogh, R., & Walker, D. (1985). Promoting reflection in learning: a model. In D. Boud, R. Keogh, & D. Walker (Eds.), Reflection: turning experience into learning (pp. 18-40). London: Kogan Page. • DiBiase, D. et al. (2002) . Using e-Portfolios at Penn State to Enhance Student Learning Status, Prospects, and Strategies. Penn State University. • Facione, P.A. (2011). Critical thinking: What is it and why it counts. California:Insight Assessment – a Division of California Press. Retrieved from • Hegarty, B. (2011). A Framework to Guide Professional Learning and Reflective Practice. Doctoral thesis. NSW: University of Wollongong. • Lorenzo, G. & Ittelson, J. (2005). An overview of e-Portfolios. ELI Paper 1, Educause. Retrieved from • Moon, J. (2004). A handbook of reflective and experiential learning: theory and practice. New York: RoutledgeFalmer. • Yancey, Kathleen Blake (2001) General Patterns and the Future. In Barbara Cambridge and others (Eds), Electronic Portfolios: Emerging Practices in Student, Faculty, and Institutional Learning. Washington, DC: American Association of Higher Education, 83-87. • Zubizarreta, J. (2005). The learning portfolio: Reflective practice for improving student learning. South Carolina, USA: Columbia College.

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