PowerPoint Presentation

Program level design using e-Portfolios: Getting the big picturePanos Vlachopoulos & Sherrie Love

Sherrie: Hi, Im Sherrie Love, Senior Learning Designer in the Faculty of Medicine & Health SciencesPanos: Hi, Im Panos Vlachopoulos, Senior Teaching Fellow in Learning Innovation in the Faculty of Medicine & Health Sciences.Both: And were from Macquarie University where our campus is a short hop, skip or jump from Sydney.

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Program level design using e-Portfolios: Getting the big picture

Panos: We are here today to make two important points. Program level design when its done properly can be one of the most effective ways to ensure the students get the big picture in their studiesePortfolios when implemented to support program level design can be one of the most effective assessments. 2

Beginning with getting the assessment rightProgrammaticAssessment? Getting the big picture

Sherrie:Thank Panos. But how can we help students get the big picture. Its really not an easy one to answer. Our view is that everything begins with getting the assessment right. This is what we call in this presentation programmatic assessment. Which we implemented to help students join the dots across a program of study. 3

Our storybegins with

Panos:Our story begins with an attempt to design develop & implement programmatic assessment using an ePortfolio tool in an undergraduate pre-clinical program at Macquarie university. Our major challenge was not the implementation of the electronic portfolio but getting the assessment right. Together with academics and medical practitioners we developed such an assessment framework using professional capabilities as our guide. 4

What does a graduate look like?

Scientist & ScholarEngaged CitizensProfessionals

Panos:But what will our graduate look like? Well some of them will end up being doctors others may choose a different healthcare career or follow their heart into research. Regardless of their choice we agreed as a faculty that our students will be competent scientist, & scholars, engaged citizens and professionals. 5

Theevidence?

Panos:But what is the evidence? How do students collect them and reflect on them? How do academics assess them and provide feedback? The use of an electronic portfolios appeared as a very good solution at the time. But not without challenges. [Introduce the three papers 1- what students select to report 2. What training they need 3. How valid and reliable is their assessment. 6

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Panos: One of the most common uses of electronic portfolios is the collection, reflection and presentation in the final year unit capstone or similar. Other approaches include embedding the ePortfolio in every single unit. Our approach was to create a longitudinal stream of professional practice which houses the portfolio. 7

Howdoes it work?

Sherrie:How does it work? We provided our students with scaffolded workbooks that included the capability framework, training materials & templates to be used for collection of evidence from different learning experiences across the program. 8

Assessedevidence

Sherrie:Talk about pulling in evidence from across the program and linking to capabilities.9

Otherevidence

Sherrie:Highlight how assessed evidence is complimented by other evidence that isnt assessed.10

Implementingthe initiativePebblePad Workshop 1PebblePad Workshop 2

Sherrie:How difficult was it to implement such an initiative? We supported learners in the task by running tailored training sessions and developing custom resources & guides. We trained their tutors to act as portfolio advisors and we hired an experienced GP to provide detailed feedback and support around professional development. 11

Technicalchallenges?

Test the tool

StrengthsCollaborate

Sherrie:But what about the technological challenges? Can an out of the box tool provide everything we need? The answer is no. Every single tool has its own limitations and strengths. Our approach was to test the tool, work with its strengths and collaborate with the provide to address its limitations. In that way we ensure fast progress with the development of our design without compromising our pedagogical principles. 12

Making itsustainable

Learning DesignerHealth ProfessionalsAcademics

Sherrie:Add something here13

Keeping itsustainable

Expanding the team

Sherrie:Add something here.14

Building ascalable solution

Sherrie:Add something here.15

The evaluationprocess

Panos:Evaluation process collecting data early, customising and running extra workshops and support. E.g. SocrativeEnd of unit evaluation. 16

Studentfeedback

Joshua JungBachelor of Clinical Science Student

Joshs clip17

StudentfeedbackIsabelle BarnesBachelor of Clinical Science Student

Isabells clip18

Whats next?

MilestonesImproveTemplate

NewContexts

Students as co-creators

Coffee

Students as tutors

Panos: Since we stated we improved the assessment process with the inclusion of milestones and changed the template to be more concise and economical. As we expand we need to be creative in the way we implement these templates in different contexts. Which is important for sustainability. We were surprised with the digital competency of our students to the level that we want to include them as designers in the next revision of our portfolio and as tutors for our new cohort of students. 19

Thewrap upePortfoliosProgrammatic Assessment

Panos:In the last 6 minutes and 40 seconds we advocated the use of electronic portfolios in programmatic assessment. We put pedagogy before technology. We were realistic about what technology can offer. We showed that success in achieving results comes from collaboration between academics, developers, designers, students & anyone else who has a good idea to offer. 20

Program level design using e-Portfolios: Getting the big picture

Thank YOU From USPanos Vlachopoulos & Sherrie Love

Both: Thanks21