Eportfolio conference 2011 - Day 1

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Eportfolio conference 2011 - Day 1 by Mind Map: Eportfolio conference 2011 - Day 1

1. Stephen isbel

1.1. Use in occupational therapy - how using

2. Keynote day 1 kathleen blake yancey

2.1. Eportfolios provide a space for

2.1.1. Social apprenticeship

2.1.1.1. In dialogue with

2.1.1.1.1. E.g. teacher students going to first placement (for social apprenticeship), having only cognitive apprenticeship at that point)

2.1.2. Cognitive apprenticeship

2.1.3. Results in

2.1.3.1. Connection making across programs, units, disciplines, concepts

2.1.3.2. Meaning making

2.1.3.3. Good students do this anyway, struggling students less so

2.1.4. A way to communicate soft skills - e.g. showing how past experience of rebuilding a car shows dedictation and attention to detail.

2.1.5. Showing how understanding of a concept develops over time.

2.2. Http://Eport.iu.edu/images/matrix_lg.gif

2.2.1. Model

2.2.2. Encourages Matrix thnking, take one piece of work and see it in teo contexts, analysis and synthesis. One work serving two purposes. A career model can invite students to do the same thing.

2.3. Employers now want see the portfolio of the student - what students can do

2.3.1. Grades dont show what students can do

2.3.2. Employers dont trust the grades

2.3.3. Employers come to interview students with more interest in their portfolio than their gpa, grades etc.

2.3.3.1. Employers want to see students social apprenticeship - eg writing a press release for a real author in new york outside university course.

2.3.4. Cocurriculara, extracurricular,, whole picture

2.3.4.1. Because students document what they do outside of the university.

2.3.4.2. Students create different portfolios for different audiencrs and purposes with different access.

2.4. Students bring class learning, discipline learing, outside learning' and use reflection inside the portfolio to cross reference and link cognitive and social learning.

2.5. See her portfolio

2.6. Colection, selection, reflextio

2.6.1. Is wjat an eportfolio is

2.7. Eportcolio is not an eportfolio is not an eportfolio - many different purposes.

2.8. Ar hive, sele tion, representation, connections, reflections

2.9. Various models but shows us more about our students.

2.10. Linking, mapping, visual and verbal reflection

2.11. Issues, security, ip, big brother, design - disciplinary aspect, curriculum and reflection, assessment.

2.12. Universities are unique and portfolios across the world will reflect that.

2.13. Do eports make difference to stidents learning - yes retention rates and coirse completion rates.

2.13.1. Correlate to high impact practices - eg practices of high performing students

2.13.2. Eportfolios facilitate link making - how the human brain works. - experts have menal maps the novices do not have. Discern patterns, draw conclusions, what to look for. Supports learning theories.

2.13.3. Helps stude ts to see beyond bnoundaries, make predictions.

2.13.4. Reflection can be visual, written, audio, video, etc.

2.13.5. Eportfolios are a place of meaning making.

2.14. Current moment

2.14.1. Scoring guides have been developed

2.14.2. New undergraduate admission system asks students to demonstrate

2.14.2.1. Leadership, comunity service, goals, knowledge in a field, ethics, integrity

2.14.2.1.1. Number of admittance and quailty of color students increased

2.14.2.1.2. Exactly what students are using portfolios for e.g. demonstration of soft skills.

3. Day one plenary - mary ryan

3.1. Altc grant - teaching and assessing reflecti e practice

3.1.1. Moved into oral, visual reflections

3.1.2. Reflective thinking can help students make connections, show attributes aka generic skills et

3.1.3. Issues around reflection

3.1.3.1. Pop into assessme t and dont tea h studentx how to do ot

3.1.3.2. Say reflection is important ina course but dont embed how to do it.

3.1.3.3. Put in as a soft assessment for students - how do yuou mark them down for what so eone thinks

3.1.3.4. Students dont know what to do with it

3.1.3.5. Reflective journal a very common kind of reflective activity - easy to grab on to, commonly understood.

3.1.4. Need academic of professional reflection

3.1.4.1. How to move students from recall (what happened) - the lowest level (but critical skill - what to choose to talk about). 4rs model of reflective thinking.

3.1.4.1.1. Recall/reporting - what happened (skill in itself and foundational to upper levels)

3.1.4.1.2. Relating - bring in self. Whats their place in the story/discipline.

3.1.4.1.3. Reasoning - draw on literature, what did i do, what could i have done.

3.1.4.1.4. Reconstructing - moving forward - practice changes - what changes, why?

3.1.4.1.5. 4Rs - This is the common element among the different approaches to reflection used among courses/units that students can hang off. The 4rs.

3.1.4.2. Reflection done well is very difficult

3.1.4.3. Reflection needs to be course wide but not saturation point ( oh no not another reflection)

3.1.4.3.1. Should be implemented through pedagogy and assessme t

3.1.4.4. Need both top down and bottom up - individual academics using successfully and then interest gains.

3.1.4.5. Professional standards

3.1.4.5.1. Law, engineering, nursing, education, etc.

3.1.4.6. Created a model but not prescriptive- more like a recipie that you can change around as you get better.

3.1.4.6.1. Patterns and hubs reveal what others are doing and can be remixed/resused.

3.1.4.6.2. Developing reflective approaches to writing

3.1.4.6.3. http://www.qut.edu.au/research/research-projects/developing-reflective-approaches-to-writing-draw

3.1.4.6.4. Drawproject.net

3.1.4.6.5. Edpatterns.net

3.1.4.6.6. [email protected]

3.1.4.7. Students writing reflective evaluations of units - what role did i play in this unit - did i attend? Am i positioned to even evaluate this unit?

3.1.4.8. Reflection as a genre. If teaching a reflection write one as a model and annotate woth students to tease out whats going on, what is the critical incident, language, where are the 4rs

4. 11:20am monday

4.1. Stream 1

4.1.1. Looking at eportfolios program wide not unit by unit basis

4.1.2. One year into venture

4.1.3. Tutors were late entries - and demanding that things be done differently.

4.1.3.1. Demanded huge amount ofnmarking for no money

4.1.3.1.1. E..g Marking reflective entries in 3 minutes

4.1.4. Uni looking at portfolios for standardised summative assessment rather than formative student centred learnig.

4.1.5. Faculty focus is about increasing research output

4.1.6. Using eportfolios to demonstrate generic skills

4.1.7. Using for refelective journal but journals are misunderstood seen as a hoop to jump through.

4.1.8. Interest- how to get students interested in assessment structures.

4.1.8.1. Teachers may pick communications skills if left alone - often doing the same thing and so students dont develop

4.1.8.2. Need a program view to scaffold skills development for students

4.1.8.2.1. Teachers wil say why my unit

4.1.8.3. Institutuonal drivers powerfl drivers for eportfolioo adoption.

4.1.9. Q: why doesnt reflective practice, comunication skills, soft skills, appear in assessments. Grad attributes are not being addressed within assessment tasks.

5. 11:50 stream 3

5.1. Developing a framework for pedagogical change.

5.1.1. Lms and eportfolio as part of learning environment

5.1.2. Deakin uni

5.1.2.1. Gone to tri semester model - cut teaching time and time in between sessions.

5.1.2.2. Desire 2 learn with pebble pad

5.1.2.2.1. Plus echo, turnitin, elluminate live, drpal, equella, mediawiki.

5.1.2.2.2. Eportfolio seperate form lms but linked to from lms as a student space.

5.1.3. Eportfolio at deakin - portfolio as a process

5.1.3.1. Collect, reflect, organise, feedback, revise, assess, socialize

5.1.3.2. Eportfolio components

5.1.3.2.1. Presentations

5.1.3.2.2. Collections

5.1.3.2.3. Reflections

5.1.3.2.4. Artifacts

5.1.3.3. Staff want to understand how student learning is going - a view into process.

5.1.3.4. A commitee has been setup to oversee rollout of portfolio

5.1.3.5. Staff want to use portfolios for assessment

5.1.3.6. Need to create the scaffolding for staff to adopt and adapt to portfolio use.

5.1.4. Course renewal

5.1.4.1. Dean in a college backing the process, conducting the change.

5.1.4.2. Program leaders and everyone focused on devlivering an outcome.

5.1.4.3. Focused on one course at a time

5.1.4.4. Eportfolio use has to be embedded, meaningful, purposeful

5.1.4.5. Will have a capstine unit

5.1.5. Graduate attributes - the big one

5.1.5.1. The need for students to be work ready

5.1.5.2. Every unit trying to cover grad atts at unit level but only need to do sol across a course.

5.1.5.3. Could a portfolio be used as capstone for demonstration of graduate attributes across a course.i

5.1.6. Course wide - e.g. reflection might be in year 3 to go back to year 1 works and reflect on how far thinking has come.

5.1.7. Students can use portfolio to articulate professional readiness.

5.1.8. Has confirmed leadership buy in and professional development - and tell students why they are doing it and do it from year 1 to end of course.

6. 12:20 stream 2 - meaghan botterill and wendy warren. Learning to be literate: introducing eportfolios in first year teacher education.

6.1. Underling pedagogy

6.1.1. Students should receive ongoing reglar feedback on their progress.

6.1.1.1. First assignment blog

6.1.1.1.1. Moved to a wiki (BB blogs are all open)

6.1.2. Teaching literacy

6.1.2.1. Reading writing arithmatic

6.1.2.2. Plus old media, new media, audio, video, literate in the 21st century - multimodaility

6.1.2.2.1. Kress, 2005

6.1.2.3. Implications in teacher education

6.1.2.3.1. How to teach a child to read write speak listen

6.1.2.3.2. Students reflect on their own history of reading writing spraking listening

6.1.2.3.3. Students the interpret a childs experience of these

6.1.2.3.4. Do all this thinking about what literacy is and then they create a mind map.

6.1.2.3.5. Take observations and apply theory, and learning - and provide a reflection.

6.1.2.3.6. Developing academic literacies

6.1.2.4. Must be careful to not "pebblepad" students, that there are other tools to create/publish content and then bring into pebblepad

6.1.2.5. Child shyness is a big issue but some students dont stop talking.

6.1.2.5.1. Some students are camera shy

6.2. Excellent strategy for teacher students incorporating capturing of teaching practice in a mltomodal way and capturing/sharing in a portfolio.

6.2.1. Students can look back on this and evidence to other people of what they can do

6.3. Prezi.com

6.3.1. To get presentation

7. 1:50 stream 1 - adopting an eportfolio as an assessment tool: investigating options. - Catherine Studdert

7.1. Managability for lecturers

7.2. Two unis and two health services

7.3. Pentagonal eportfolio model, buzetto more & alade's 2008

7.4. 200 studentz

7.5. Where are we going

7.5.1. Teacher needs

7.5.1.1. Recording

7.5.1.1.1. Of valuable educational experiences

7.5.1.2. Storing

7.5.1.2.1. A place to store artifacts of experience and learning

7.5.1.3. Tracking

7.5.1.3.1. Students and staff get a snapshot of where they are up to. And staf can see what is next when they go on placement

7.5.1.4. Assessment

7.5.1.4.1. Institution needs to meet targets set nationally

7.5.1.5. Feedback

7.5.1.5.1. Students want more feedback

7.5.1.6. Reflections

7.5.2. Conceptual framework

7.5.2.1. Identify needs

7.5.2.1.1. Purpose, performance indictors and learning outcomes

7.5.2.2. Determine budget

7.5.2.3. Seelect system and develop implementation plan

7.5.2.4. Develop (build into vurriclum, develop rubrics, assessment, allocate resources)

7.5.2.5. Implement and grow towards continuous improvement (prepare staff/students, pilot, testing, evaluation, implementation)

7.6. Investigation

7.6.1. Huse portfolios from day one to develop literacies before critical later years

7.6.2. Need access to portfolios from placement institutions

7.6.3. Students like the idea of being able to see how far along they are, e.g. when they have succeeded at blood tests etc

7.7. Pilot overview

7.7.1. 8 student volunteers of year 4 in joint medical program

7.7.2. Replaced paper based portfolio component

7.7.3. Training and support mechanisms provides

7.7.4. Used mahara

7.7.5. Students usec google docs for additionmal space

7.7.6. Students presented WIL experience to show ompetence of stahdards

7.7.7. Students couild use multimedia in their demonstrations of competency attainment e.g. video, pictures.

7.8. Access to support group, acacemics/tutors, portfolio views

7.9. Deidentification of patient data

7.9.1. Ethical considerations

7.10. Given a specific topic to gather experience on/reflect on for each placement rotation

7.11. Results

7.11.1. Positive about mahara

7.11.2. Level of engagement high

7.11.3. Liked examples to look through

7.11.4. Technical support using desktop sharing/elluminate to support students with technical/interface issuex/training.

8. 2:20 stream 4

8.1. Ict literacy among nurses vary widely

8.2. Converting paper based cpd certificates to e format and uploading not easy for many people

8.3. Term eportfolio can be a barrier "whats that"

8.4. Nurses need to identofy their own learning needs - a skill they need to learn

8.5. Translating the words used in standards to real world

8.5.1. E.g react appropriately tonemergency situation = get cpr training as a community nurse

8.6. Reflection - as a result of this learning i will

8.7. Use these cpd records in workplace appraisals as well

8.8. When audit policy is released this will be a guide for telling nurses what their eportfolios should look like

8.9. Would be good to see a nursing community of interest around nursing online in australia

9. 2:50 stream 4 monday

9.1. Tools

9.1.1. Scenarios - sbli

9.1.1.1. Provide multmodal scenarios for scaffolding of learning/context for learning

9.1.1.2. Interactive branching scenarios

9.1.2. Portfolios - mahara

9.1.2.1. Student centred environment - learning communities

9.1.3. Audio commenting - voice thread - optional

9.1.3.1. Video provided: students comment on video with audio/video/text

9.1.3.1.1. Staff felt a need to feedback on everything

9.1.3.2. Not assessed and voluntary but students really liked them

9.2. Staff questions

9.2.1. Why tag journal entries against learning competencies

9.2.1.1. Enabled comparison of journals across classes, when students tag against competencies quality was much higher.

9.2.1.1.1. As journals build up tag cloud builds, and shows staf and students which competencies were getting a lot of attention and which ones needed work

9.2.2. Why build an online community

9.2.3. I have to read everything

9.2.3.1. No you dont

9.3. Students questioins

9.3.1. Internet too slow on campuses

9.3.2. Why online

9.3.3. Some students - why a learning communtiy

9.4. Support staff

9.4.1. Why social networking

9.4.2. Why open journals

9.4.3. Too much support concerns

9.5. Templates and advice for how to reflect provided to staff and students.

9.6. Tagging

9.6.1. Students said

9.6.1.1. Time consuming but worth it - looking up the standards and forcing to refer to them

9.6.1.2. Helped students to understand the competencies

9.6.1.3. Tagging helped students see the wholistic nature of the competencies

9.6.2. Staff said

9.6.2.1. Tagging was useful

9.6.2.2. Helped students understand the competencies

9.6.2.3. Reflections and tagging against competencies useful in RPL purposes.

9.6.3. Appears to be improving reflective practice.

9.7. Bit.ly/roger.stack

9.8. Journal was assessed- 10 formal entries were mandatory

9.9. Sitepal - talking heads