Implementation of an ePortfolio Early Adopter Phase:

Processes and OutcomesChristine Slade & Keith Murfin

Centre for the Support and Advancement of Learning and Teaching (C~SALT)

University of the Sunshine Coast (USC)

The USC ePortfolio Journey

July-Dec 12

ePortfolio Feasibility

Study

Dec 2012

Institutional support gained

2013

Early Adopter Phase

Aug 2013

Apply for Funds Uni

Rollout

2014-16

University-wide Staged

Implementation

• Value of ePortfolios for professional degree programs

• Staff value– Continuing professional development– Accreditation– Employment opportunities– Evidence of student competencies & GAs

• Software analysis and trial

• C~SALT recommendation to adopt PebblePad

• Accepted by institutional decision-makers

Feasibility StudyJuly-Dec

2012

ePortfolio Feasibility

Study

Dec 2012

Institutional support gained

Bachelor of Occupational Therapy

(140 first year students)‘Slow start’ approach

Master of Midwifery (15 students)

20 ‘follow through’ cases

Early Adopters Phase2013

Early Adopter Phase

University

• Showcase• Funding• Reporting

Program

• Promoting• Curriculum

Mapping• Research

Course Coordinator

• Training• Support• Resources• Research

Students• Survey• Training

The Supported Approach2013

Early Adopter Phase

C~SALT

• Staged ePortfolio implementation to increases the

likelihood of successful outcomes

• Showcasing eP use generated further interest

• Undergraduate and postgraduate level

• Collaboration between faculty and C-SALT to provide

support for staff and students

• Preparation for wider implementation in 2014

• Development of research project

Benefits of Early Adopters2013

Early Adopter Phase

• Participant excitement

• Staff training – Management team

– L&T staff

– Academics including sessional staff

• Capacity to respond to undergrad and postgrad

needs

• Manage range of stakeholder expectations

Challenges2013

Early Adopter Phase

• Allow longer preparation time for embedding

• Take a program level approach

• Don’t assume younger students have digital literacy

• Maintain consistent relationship with teaching staff

during early implementation

• Always look for ways to crosslink learnings and

resources

• Develop a community of practice for peer support

Lessons Learnt2013

Early Adopter Phase

Staged Implementation

Semester One Semester Two

Two cohorts Master of Midwifery

First & Second Year Bachelor of Occupational Therapy

First Year Bachelor of Primary Education

Third & Fourth Year Bachelor of Primary Education

Bachelor of Secondary Education

Bachelor of Early Childhood Education

First Year Double Degree Nursing/Midwifery

2014

University-wide Staged

Implementation

• Program level – embed ePortfolios across the whole

program guided by EOI

• Program level ePortfolio Liaison Officer

• Support for academics guided by Service Agreement

• Cross-disciplinary Research

What now?2014

University-wide Staged

Implementation

Slade, C & Readman, K 2013, ‘New Pedagogical e-spaces: Keeping pace with staff readiness’. HERDSA presentation, Auckland NZ, Available: http://www.herdsa.org.au/wpcontent/uploads/conference/2013/HERDSA_2013_SLADE.pdf

Slade, C, Murfin, K & Readman, K 2013, ‘Evaluating Processes and Platforms for Potential ePortfolio Use: The Role of the Middle Agent’, International Journal of ePortfolios, Vol. 3, No. 2, pp. 177-188. Available: http://www.theijep.com/pdf/IJEP114.pdf

Three case studies accepted for publication - PebbleBash Conference April 2014 - Implementation of an ePortfolio Early Adopter Phase: Processes and Outcomes (Slade, C & Murfin, K) - Introducing ePortfolios into the Bachelor of Occupational Therapy Program (Slade, C , Murfin, K & Hamilton, A) - Master of Midwifery: A postgraduate program’s first use of ePortfolios (Slade, C, Murfin, K, Gray, M & George, K)

Research Collaboration Publications so far…