Lynn Riddell, Alison Booth, Mark Lawrence, Claire Margerison, Susie Macfarlane School of Exercise and Nutrition Sciences Deakin University

1. SENS EPORTFOLIO PROJECT
Deakin Learning Conference
November 7 2013
NETWORKED CAPACITY BUILDING IN EPORTFOLIO
THINKING AND PRACTICE
Susie Macfarlane, Lynn Riddell, Alison Booth,
Mark Lawrence, Claire Margerison
School of Exercise and Nutrition Sciences
Deakin University
CRICOS Provider Code: 00113B

2. SENS EPORTFOLIO PROJECT
Deakin Learning Conference
November 7 2013
NETWORKED CAPACITY BUILDING IN EPORTFOLIO
THINKING AND PRACTICE
Susie Macfarlane, Lynn Riddell, Alison Booth,
Mark Lawrence, Claire Margerison
School of Exercise and Nutrition Sciences
Deakin University
CRICOS Provider Code: 00113B

3. Why ePortfolio?
Lynn Riddell
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4. Why ePortfolios?
•
•
•
•
•
Reflective space
Sharing and feedback space
Evidence of learning
Evidence of achievement
Student ownership of learning and assessment
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5. Networked Capacity
Building
Susie Macfarlane
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6. Networked Capacity
Building
Innovation
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7. Individual innovation ‘support’
framework
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8. Networked innovation
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9. ePortfolio training program in CloudDeakin
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10. Phases of SENS ePortfolio project
1. Planning and prioritising
2. Resource development
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11. ePortfolio process
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12. SENS networked ePortfolio project phases
1.
2.
3.
4.
5.
6.
7.
Planning and prioritising
Resource development
Networked capacity building innovation
Pilot projects implementing ePortfolio
Mentoring: Helen Chen
Dissemination
Course Planning
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13. Professional development
SENS ePortfolio training site in D2L
Experiential, active learning
Staff participate in role based activities
• Student
• Teacher
• Course design
15 modules, 5 modules each role
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14. CRICOS Provider Code: 00113B

15. Networked innovation
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16. Networked innovation
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17. Helen Chen
Recommended eP implementation
strategies
1.
2.
3.
4.
Small groups, low risk engagement, mixed
Long timelines to reduce pressure
Scaffold students  Lifelong learners
Engage accrediting bodies and employers
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18. Pilot Implementation
Case study #1
Mark Lawrence
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19. PROFESSIONAL COMPETENCIES FOR
PUBLIC HEALTH NUTRITIONISTS
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20. SELF EVALUATION ACTIVITY (BASELINE)
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21. SELF EVALUATION ACTIVITY
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22. SELF EVALUATION ACTIVITY
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23. EXAMPLE OF AN ARTEFACT SAVED IN
PORTFOLIO
(COMPETENCY = ADVOCACY)
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24. STUDENT TESTIMONY
Hi Mark,
Just a quick note to thank you and the team that prepared the subject. It was very confronting,
liberating, interesting and satisfying to fill the first part of the e-Portfolio.
It has been very interesting to have to take time to reflect and search about career paths, real
opportunities, starting point.
I know my goals (now I am aware that I knew them already, now they are very present), but
didn't know how to get there from where I am. I have been able to plan a path much in the same
way that you do plan for a project. I have yet to do risk assessment, and alternative pathways, in
case one path fails.
Good fun on my most serious project, my career path.
By the way, I assume our e-Portfolio is hidden from others at the moment. How can I share with
you/tutors only?
Thank you,
[posted 26/3/13]
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25. Student D2L ePortfolio presentation
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26. Pilot Implementation
Case study #2
Alison Booth
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27. Pilot project
What and Why?
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28. Pilot project
Process
•
•
•
•
Tailor existing assignment
Example
Demonstrations
‘How to’ resources
• More required for individual assessment tasks
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30. Pilot project
Outcomes
• Student engagement and Interest
• Pride in the assessment task
Challenges
• Technically not intuitive: challenging
• Restricted creativity
• Lack of integration with Turnitin
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31. Pilot project
Requirements
• Student resources and support
• Clarity of instructions
Future use
• Reflective space
• Peer feedback
• Link learning to learning outcomes
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32. Course wide
Implementation
Claire Margerison
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33. Course Planning
Goals:
• For most of the course team to have undertaken
the ePortfolio training modules by T1 2014
• Then we can, as a team, plan for implementation
of ePortfolio over the course
• With the overall aim for the students to see it as
a professional development tool not as “just” an
assessment task for a unit
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34. How:
• Design eP learning and assessment tasks with a
student focussed and course wide approach
• Integrate with Course Enhancement process and
focus on feedback and self and peer evaluation
(Boud)
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35. MDiet:
• 3 trimesters – 12 credit points
• 160+ DAA performance criteria level
competencies (eg. 9.2.3 “demonstrates
consistent, reflective practice in collaboration
with peers and mentors”
• 3 professional placement units
• 1 professional practice unit in the final trimester
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36. Why:
• Course level eP will allow:
• Collection of evidence of meeting the competencies
• Reflection on where students are sitting with respect to
competencies and their personal learning
• Individual goal setting towards meeting competency
• All of these will be progressive over the course of the MDiet
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37. Potential issues:
• Getting all staff and students to engage
• Consistency
• Workload issues
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38. Project Learnings
Lynn Riddell
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39. Thankyou
HADU: Ian Story & Joyce Seitzinger
- for advising the immersive approach
Kate Coleman and Helen Chen
- for linking us into to the ePortfolio discipline
SENS staff
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40. Resources
eBook
Light, T.P; Chen, Helen L.; Ittelson, John C. Documenting Learning with
ePortfolios : A Guide for College Instructors [e-book]. Hoboken: Wiley;
2011 [cited 2013 Oct 15]. Available from: Deakin University Ebook
Library
Presentation:
Chen, H.L. (2013, September 3). Making the Case for ePortfolios in the
Age of MOOCs, DIY Education, and the Quality Agenda. Invited
presentation given at the Assessing and Accrediting Graduate
Capabilities in the 21C Symposium, Deakin University, Melbourne,
Australia. https://pathbrite.com/portfolio/PLTNcPTpg/2013-deakinsymposium-eportfolio-resources/item/PLTNcPTpgfPv9RM
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41. Resources
AAEEBL: Association for Authentic, Experiential and
Evidence-based learning www.aaeebl.org
EPAC Community of Practice http://epac.pbworks.com
ePortfolio Exemplars
• https://eportfolio.vt.edu/gallery/DeptsProgs/hnfedieteticsgaller
y.html
• http://www.youtube.com/watch?v=224t__XuS3Y
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