E-Portfolios for Higher Education Staff Development

Madhumita Bhattacharya & Steven CoombsSchool of Education

The University of the South PacificSuva, Fiji

2

E-Portfolio Contents Transformation

What is an e-portfolio?

What is a systemic approach to learning?

Lifelong Learners

New and Emerging Technologies

Formative Assessment as a Key Process of Embedded Learning

Brainstorming and Concept Mapping

Authentic Video Evidence for E-Portfolios – An Example

E-Portfolios for Career Development

Ways of introducing e-portfolios

E-Portfolios to Enable Sustainable Learning Communities

E-portfolio helps in creating a “knowledge society”

Transformation

Diversity Emergence

Decentralized

Innovation

Collaboration

Authenticity

Trust

Intuition

Openness

Nature

Transformation requires DEDICATION

What is an e-portfolio? A purposeful selection of artifacts together with reflections that

represent some aspect of the owner's learning Lorenzo & Ittelson, 2005.

Cotterill S. J. What is an ePortfolio? ePortfolios 2007, Maastricht

An ePortfolio is a purposeful collection of information and digital artifacts that demonstrates development or evidences learning outcomes, skills or competencies.

The process of producing an ePortfolio (writing, typing, recording etc.) usually requires the synthesis of ideas, reflection on achievements, self-awareness and forward planning; with the potential for educational, developmental or other benefits.

http://elearning.ubc.ca/toolkit/eportfolios/

Scans

Files

Transcript

Ability

Achievement

Action Plan

Experience

Meeting

Thought

Blog

WebFolio

Shared

Printed

Create

Edit

Review

Asset

Pp ePortfolio Asset Store

Published

Sounds

Movies

Pictures

CV

ExportedProforma

Profile

Activity

http://www.pebblepad.co.uk/

5

6

Why it is important now?The nature of the learning community aligns

with the conceptual underpinnings of the ePortfolio…..“ A community of inquiry is based upon discourse and the security to explore and challenge ideas.

It bridges the private reflective world of the individual and the public shared world of society” (Macpherson, 2007).

“Reflection as an individual, collaborative and contextual process” (Hubball, Collins & Pratt, 2005)

What is a systemic approach to learning?

Graduate Attribute

s

• Program

• Course

Learning • Objectives• Events/Activities

Evidence • Assessment

USP Graduate Attributes

Extensive knowledge of and relevant skills in a particular discipline or professional area;

Capacity for independent critical thinking and self-directed, life-long learning;

Advanced information and communication technology knowledge and skills;

Research skills.

Academic Excellence

Intellectual curiosity and integrityDeep respect for truth and intellectualintegrity, and for the ethics of scholarship;

Intellectual curiosity and creativity,openness to new ideas;

Commitment to inter-disciplinary understanding and skills;

Respect for the principles, values and ethics of a chosen profession.

Capacity for leadership and working with OthersEffective interpersonal communications skills;

Leadership, organisational, teamwork and time management abilities;

Personal maturity and self-confidence.

Appreciation of the cultures of the Pacific IslandsKnowledge and appreciation of the unity

Understanding of the diverse economies

Commitment to the maintenance andstrengthening of the societies of the Pacific.

Cross-cultural competencies Understanding and appreciation of social,cultural, and linguistic diversity;

Respect for human rights and dignity in a global context;

Commitment to accountability, ethicalpractice and social responsibility;in the English language.

Lifelong LearnersGraduates should be lifelong learners who have both

discipline specific knowledge and skills as well as a range of generic skills or competencies.

These personal competencies, attributes or qualities are:

...critical thinking, intellectual curiosity, problem solving, logical and independent thought, effective communication, and related skills in identifying, accessing and managing information: personal attributes such as intellectual rigor, creativity and imagination; and values such as ethical practice, integrity and tolerance.

13

Madhumita Bhattacharya

Madhumita BhattacharyaVC Symposium, USP, Laucala Campus, Suva 3-4 October, 2013

New and Emerging Technologies- Pros & Cons

•Mobile technologies-phones, tablets

•Electronic library resources

•Time management-while using multiple technologies

•Social software

•Some examples are:

Elgg, Google Docs, Adobe Connect, Elluminate, Inspiration, Mind Manager, Cmap tools, Onenote-MS, bloggers.com, Wikispace, facebook,----

14

Formative Assessment as a Key Process of Embedded Learning

15

Bhattacharya, M & Novak, S., 2007, ICALT 07 proceedings

Brainstorming and Concept Mapping

16

1717

Madhumita Bhattacharya

18

Matrix to record formal, informal and non-formal learning

19

Bhattacharya, M., Heinrich, E., & Rayudu, R., 2006 FIE conf. proceedings

E-Portfolios for Career Development

1. E-portfolios can be used by students as a dynamic form of CV with multiple forms of rich evidence to share with prospective employers.

2. E-portfolios can contain a wide range of multi-media evidence, e.g. a video format of a personal statement as well as any standard written text version.

3. E-portfolios can become the main tool to track and record the evidence from lifelong learning experiences across many employments.

20

Ways of introducing e-portfolios

In a programme where a group of faculty work as a team to develop the skill sets

Activities are then designed in a way so that students can provide evidences

It could be a part of the assessment or final graduate profile.

Qualitative approaches to assessment of portfolios along with interviews

Students reflections on their learning and their experiences could be considered for quality assurance of any programme.

22

E-Portfolios to Enable Sustainable Learning Communities

Faculty Learning Communities using e-portfolios can encourage collaboration across disciplines, reflections and innovation

Inclusiveness not exclusiveness

Membership vs. attendance

Connection to colleagues valued and fostered

Staff and Faculty co‐facilitators leading sessions

Collaborative research projects

Development of curriculum modules

Training and group gatherings supplement

small cohort meetings

Intrinsic rewards

Creative

ideas

Step 1

Step 2

Step 3

Communication

Accessibility

Flexibility

Innovation

Feedback

Leadership

Brainstorming

If not captured all the information (the process) from generating “creative ideas” to “innovation” get lost.

E-portfolio helps in creating a “knowledge society”

23