Pebble, outcomes and student-led learningKen, Heather, Jacqui, Helen, Yusuke or the ECU collective

This facilitated discussion will engage participants in the theory, know-how and practice wisdom associated with academic

standards through the incorporation of eportfolio approaches. Our experience in applying PebblePad to support learning-centred

approaches and quality enhancement will cover a range of disciplines including engineering, midwifery, computer science,

psychology and speech pathology.

Learning Outcomes

• Evaluate outcomes and standards-based approaches

• Discuss the role of the learner in providing institutional outcomes

• Describe and analyse concrete examples of implementation in discipline-specific applications

• Apply those principles to personal practice

Mabin (2012) Victoria Business School

There is no knowledge without a knower (Peet, 2011)

.

Self-authorship Marcia Baxter Magolda (2002)

“The shift from reliance on external authorities as the guiding force of knowledge and self-definition to an internal sense of self as the guiding force that grounds the construction of knowledge, self, and relationships” (p. 4)

(uni appl.)

Sutherland (2005)

How might PebblePad be used to support accreditation standards?

• Accreditation the driver of the quality agenda (Kuh & Ikenberry, 2009)

• Establishing readiness– ECU approach– Michigan Integrative Knowledge Collaborative

(Peet)• Some coursewide examples

ECU Approach

• Engineering approach

• Primary education

• Midwifery

Heather Pate

1st Year 2nd YearIdentifying Professional StandardsStorage of assets for portfolio

Interactive workbooksReflectionStorage of assets for portfolioWebfolios for content areas

Coursewide implementation

3rd Year 4th YearMapping Professional StandardsReflectionStorage of assets for portfolioDeveloping assets using templatesWebfolios for content areas

Interactive workbooksReflectionProfessional portfoliosD

epth

Susan Main, Katrina Strampel

Engineers Australia Competencies

Outcomes are linked to the professional competencies:

• Ethics – EA Competency 3.1• Sustainability – EA Competency 1.6, 2.3• Safety – EA Competency 1.6, 2.1 2.3, 3.1• Team work – EA Competency 3.6

Unit Learning outcomes

LEARNING OUTCOMES On completion of this unit, students will be able to: 1. identify the roles and responsibilities of a practicing engineer;

2. identify the stages in a design cycle and prepare a design strategy that incorporates the components of this cycle; 

3. describe the importance of ethics, safety and sustainability in engineering design, and embed these issues into their design processes;

4. demonstrate the oral and written communication skills that are critical in relationships between engineers and clients, where clients may include the general public

5. work in a team to plan and carry out a project.

How might accreditation standards be used to construct meaning for learners?

• Australian OLT approach• Two current US approaches• Our ECU approach

Oliver & Whelan (2011)

http://www.lagcc.cuny.edu/connections/

http://www.aacu.org/value/rubrics/

Transfer criterion:

Adapts and applies skills, abilities, theories, or methodologies gained in one situation to new situations

Standards achieved as milestones from first year, midcourse and capstone

AAC&U Integrative learning VALUE rubric

Lifelong Learning Curriculum Transformation (Peet, 2011)

• Strengths, values and philosophy statement• Context of learning, importance, skills gained,

lessons learned, impact of work• Map to institutional learning outcomes• Tacit knowledge and story making

Process of learning - capstone unit

• Personal development• ePortfolio and presentation samples• AAC&U integration rubric• Peer feedback using rubric with instructor

as validator of assessment• Assignments due earlier for feedback

Psychology capstone unit

Relational learning Yusuke Ishimura

Relational learning Yusuke Ishimura

Workbook

School of Nursing and Midwifery

Helen GodwinJacqui Patten

Registration Centre for Learning and Development

What are the opportunities in working reflexively to produce outcomes designed to meet accreditation needs?

Pirie, Cordiner & Triggs (2011)

What are the opportunities for working reflexively to produce outcomes designed to meet accreditation needs?

Where to from here?

• Find the language of the discipline• Build it into the ePortfolio task

Dowling, Carew & Hadgraft, 2012

The Design Cycle Alternative Design Process

Arulampalam, ECU, 2013

(uni appl.)

A AACSB

B Oliver (2011)A B C

C C2L (Chen)

D D MIKC (Peet)

E

E ECU

SummarySutherland (2005), annotated

Conclusions – work in 4th space

Rich personal data and hard MIS supports knowledge through:

Transferring from classroom to work Reflexive integration Relational integration