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Using ePortfolios with health professional learners to
develop their digital identities for learning and continuing professional development
Susi Peacock, Jane Hislop (QMU) and John Cleak and Claire Morgan
(Sheffield Hallam University)
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Overview• Introduction• ePortfolios and the health sciences• Video case studies
– Sheffield Hallam– Queen Margaret University
• Conclusion • Contacts• Resources
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What do we mean by ePortfolios?
• ePortfolios have the potential to promote learning and encourage personal development by supporting
(a) the learning process (b) the product of learning (c) the transition of learners at various stages of
their lifelong and life-wide journey.
• Web-based system which facilitates the development, collection and organisation of digital resources
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QMU case study• ePortfolios at QMU• Jane Hislop (Lecturer in Physiotherapy)• Used ePortfolio with:
• A Professional Studies module as the medium for submission of a reflective assignment
• Students on placement who complete an ePortfolio as part of their clinical studies
• Video: http://www.qmu.ac.uk/cap/video/WmvOutputHislop/JaneHislop-ConferenceTitles.wmv
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SHU experience
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e-portfolio in Physiotherapy
using Blackboard
Professional requirement
Paper based Portfolio in Physiotherapy
2006 Professional Body
adopts PebblePAD to begin in 09/08
09/07 - PebblePADwith level 4 students
SHU
09/07 - PebblePADwith level 4 students
09/07 - PebblePADwith tutors
09/07 - PebblePADwith clinical supervisors
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Each module at level 4 linked via reflective learning task
Personal tutor meets student re: action plan
Induction
Student sends some
tasks to personal tutor
Top-up sessions
Prepared for clinical
placement tasks
Worked with local
NHS Trust
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My ExperienceMy Experience
• personal development portfolio
• as a visiting tutor
• as a personal tutor
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• Student videos
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Summary: SHU
Students can share resources electronically with each other, and tutors or anyone who has internet access
Students develop skills in using the ePortfolio and collect experiences and reflection
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Future Developments
• All students now have an account with the Chartered Society of Physiotherapy (CSP)
• Integrated into level 5 and 6 modules, building on reflection, clinical experience and CV writing skills.
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Concluding remarks
• It is a requirement of physiotherapy’s professional body to have a development portfolio
• Integration into the course allows development of skills in using the software, as well as building of experiences for a portfolio
• Using in clinical practice "spreads the word" with clinical educators and aids communication
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Resources
– Examples of case studies at QMU: http://www.qmu.ac.uk/eportfolio
– Sheffield Hallam website: http:www.shu.ac.uk– JISCinfoNet – general resource on
ePortfolioshttp://www.jiscinfonet.ac.uk/infokits/e-portfolios
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Contacts
John Cleak - [email protected]
Jane Hislop – [email protected]
Claire Morgan - [email protected]
Susi Peacock - [email protected]
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Acknowledgements
Chris Buckley
Jemma Brett
Jason Taylor