Design and Implementation
Barrie (2005) reports that the development of graduate attributes can be addressed at the curriculum design phase. This enables the skills to be developed throughout a program and for the university to ensure that the student has opportunities to develop the skills. However the Graduate Employability Skills report prepared for the Business, Industry and Higher Education Collaboration Council (BIHECC, 2007) stated that many universities have not yet undertaken detailed curriculum mapping for skills or graduate attributes in qualifications because they are not sure where to begin and it is therefore not possible to readily see how a given qualification addresses the measurement and subsequent development of these skills. Further they suggest that assessment should be grounded in authentic tasks that will enable students and academics to understand the skills needed for different tasks and to identify the gaps in the students’ skills. Hager et al. (2000) report that the skills are not only valuable to the student on graduation, but they are also valuable if they relate to the next level of learning. Students need to take responsibility for reviewing or assessing their own performance, reflecting and addressing gaps and then pursuing appropriate ways to report or present relevant information about their skills to employers. Student portfolios are viewed by business and universities to be a practical method for graduates to explain and provide examples of their skills (Allen Consulting Group, 2006) to future employers.
At USQ, the design and implementation of the OLT project followed the action research spiral (planning, acting/implementing, observing, reflecting and evaluating) with relevant stakeholders involved throughout the whole process:
A. Planning – Initial design meetings were conducted with academic staff and members of the Learning and Teaching Support team.
Stage 1 Work Integrated Learning Capstone Courses (BUS3000 and WIL3000)
(a) A Project outline was constructed in collaboration with Learning and Teaching Support staff stating the project objectives, milestones, key steps, and responsibilities based on discussions regarding the integration of ePortfolios into BUS3000 and WIL3000. This document was designed to guide stakeholders through the project. At the same time a course map was developed (see Attachment 1) to depict the student learning journey.
(b) Student learning journey
In order to ensure that essential activities and processes for engagement and completion of course requirements were in place the course coordinator met with learning and teaching support to consider ‘a week in the life of’ key stakeholders involved in the course, namely the academic course leader and the students. The key outcomes are highlighted in Figure 1 below. Processes to manage the work placement and facilitate online interaction were noted and actioned. The need for authentic assessment tasks to ensure course objectives around student learning outcomes were achieved led to a complete redesign of the assessment tasks.
At USQ, the design and implementation of the OLT project followed the action research spiral (planning, acting/implementing, observing, reflecting and evaluating) with relevant stakeholders involved throughout the whole process:
A. Planning – Initial design meetings were conducted with academic staff and members of the Learning and Teaching Support team.
Stage 1 Work Integrated Learning Capstone Courses (BUS3000 and WIL3000)
(a) A Project outline was constructed in collaboration with Learning and Teaching Support staff stating the project objectives, milestones, key steps, and responsibilities based on discussions regarding the integration of ePortfolios into BUS3000 and WIL3000. This document was designed to guide stakeholders through the project. At the same time a course map was developed (see Attachment 1) to depict the student learning journey.
(b) Student learning journey
In order to ensure that essential activities and processes for engagement and completion of course requirements were in place the course coordinator met with learning and teaching support to consider ‘a week in the life of’ key stakeholders involved in the course, namely the academic course leader and the students. The key outcomes are highlighted in Figure 1 below. Processes to manage the work placement and facilitate online interaction were noted and actioned. The need for authentic assessment tasks to ensure course objectives around student learning outcomes were achieved led to a complete redesign of the assessment tasks.
(a) Course Specification and Assessment
Alignment of assessment with key learning tasks and objectives was critical (see Attachment 2). Implicit in that assessment was a requirement for students to be able to demonstrate the following skills: self-management, strong reflective practice, communication and an application of a variety of skills relevant to their chosen work experience environment.
Assessment items in the courses involved in the first roll out in Semester 3, 2014 – BUS3000 and WIL3000 – were revised to make the ePortfolio aspects of the assessment requirement clearer and build the reflective practice requirement of the course. Care was taken not to over formalise ‘productive reflection’ approaches, so as not to provoke resistance and inhibit learning (Boud et al., 2006). Clarity around using ePortfolios to present the assessment items now resides in the scaffolded learning activities that are provided via the StudyDesk, and on the training that students receive in week 1 of the program. The assessment tasks (see Attachment 3) include notes e.g. what the students need to know in order to complete the assessment task, with links to the scaffolding that they require through the learning activities to align the assessment item with using the ePortfolio tool. These aspects will be developed further through the assessment items, in the second round of delivery to further support the learning activities and scaffolding that the students might need.
Stage 2 Accounting Major Courses
To select courses from the accounting major to be involved in the use of ePortfolios, meetings of the accounting discipline staff refined the Accounting Major Skills Matrix (see Figure 2 below).
Alignment of assessment with key learning tasks and objectives was critical (see Attachment 2). Implicit in that assessment was a requirement for students to be able to demonstrate the following skills: self-management, strong reflective practice, communication and an application of a variety of skills relevant to their chosen work experience environment.
Assessment items in the courses involved in the first roll out in Semester 3, 2014 – BUS3000 and WIL3000 – were revised to make the ePortfolio aspects of the assessment requirement clearer and build the reflective practice requirement of the course. Care was taken not to over formalise ‘productive reflection’ approaches, so as not to provoke resistance and inhibit learning (Boud et al., 2006). Clarity around using ePortfolios to present the assessment items now resides in the scaffolded learning activities that are provided via the StudyDesk, and on the training that students receive in week 1 of the program. The assessment tasks (see Attachment 3) include notes e.g. what the students need to know in order to complete the assessment task, with links to the scaffolding that they require through the learning activities to align the assessment item with using the ePortfolio tool. These aspects will be developed further through the assessment items, in the second round of delivery to further support the learning activities and scaffolding that the students might need.
Stage 2 Accounting Major Courses
To select courses from the accounting major to be involved in the use of ePortfolios, meetings of the accounting discipline staff refined the Accounting Major Skills Matrix (see Figure 2 below).
Four courses were identified to trial the use of ePortfolios and to scaffold the development of threshold learning outcome skills. The level of skills development for each course was documented as either foundation, developing, or advanced. Course content and objectives in the entry level course ACC1101 had already been modified to include a Career Development module. Assessment was modified to allow students to reflect on their skills personally and assess lectures given by external participants about career and business agenda items in an assignment completed in teams. Part of the assessment was revised to enable a reflective “About Me Page” to be completed using ePortfolio. This page for each individual student would clarify their existing skills and serve as a benchmark to set goals for skills and knowledge to be developed throughout the program. It would also satisfy achievement at the foundation level of two of the Threshold Learning Outcomes - teamwork and self-management – a requirement of the Accounting program.
A. Acting - Implementing
Stage 1 Work Integrated Learning Capstone Courses (BUS3000 and WIL3000)
Online learning environment – These capstone courses are delivered fully online. USQ’s Learning Management System “USQStudyDesk” provides the platform for supporting and guiding students throughout their learning journey during work integrated learning. A meta course StudyDesk was purposely developed to enable one common access point for both BUS3000 and WIL3000 students to support their learning needs. The activity section for the BUS3000/WIL3000 Study Desk was constructed in accordance with the students’ likely support requirements and learning needs, as shown in Figure 3.
A. Acting - Implementing
Stage 1 Work Integrated Learning Capstone Courses (BUS3000 and WIL3000)
Online learning environment – These capstone courses are delivered fully online. USQ’s Learning Management System “USQStudyDesk” provides the platform for supporting and guiding students throughout their learning journey during work integrated learning. A meta course StudyDesk was purposely developed to enable one common access point for both BUS3000 and WIL3000 students to support their learning needs. The activity section for the BUS3000/WIL3000 Study Desk was constructed in accordance with the students’ likely support requirements and learning needs, as shown in Figure 3.
Student orientation
Two short videos were made to explain the expectations for the course and to assist students to understand how the course would be delivered. This communication with students in the first week helped them settle into the course and provided guidance about expectations as they began their placements. It opened lines of communication and set requirements for assessment. Students were also made aware of avenues for support.
Add video link here
Two short videos were made to explain the expectations for the course and to assist students to understand how the course would be delivered. This communication with students in the first week helped them settle into the course and provided guidance about expectations as they began their placements. It opened lines of communication and set requirements for assessment. Students were also made aware of avenues for support.
Add video link here
Training for academics involved in the Stage 1 and for those staff who indicated their willingness to be involved in Stage 2. Of particular importance for the accounting discipline staff to ensure familiarity with the ePortfolio system in order to enable better design of course learning activities and assessment items to capture the best use of the functionality that ePortfolios enable, as well as scaffold the student learning. An in-house training in the use of ePortfolios in courses was conducted for members of the Accounting Discipline staff by the Learning and Teaching Academic Support team as a preface to Stage 2. In addition all staff have access to online training resources for academics.
Shortcomings of this training are discussed later in the Evaluation of project.
Training for students
(i) In the Use of ePortfolios
Students are provided with extensive ePortfolio training via a manual produced by the university along with other training session opportunities.
Specifically for the BUS/WIL 3000 courses a manual providing clear guidelines to assist students to understand the process of finding and gaining approval for their placement, identifying a project to be completed while on placement and the purpose of using ePortfolios to document the learning and highlights of their placement was made available on Study Desk. The manual incorporated Frequently Asked Questions to assist students to manage the technology.
(ii) In reflective practice
Biggs and Tang (2011) suggest that students need scaffolding to help them understand what reflection is and how to use it in order to improve learning. The Learning and Teaching Academic Standards Statement for Accounting was publically released in 2011 (Hancock, Freeman and Associates, 2011) advocating the development of five Threshold Learning Outcomes (TLO) namely judgement, knowledge, application of skills, communication and teamwork and self- management. In the courses involved in both Stage 1 and 2 of this project empowering students to develop select TLOs was paramount, in particular the ability to be able to reflect and evaluate their own skills and learning was identified as very relevant. This would enhance application of critical thinking and reflective practice skills and, through the use of ePortfolios, illustrate development of self-management skills.
In addition, support in the form of resources available from other disciplines was sought as a result of the project. Students now will have access to the following resources from Arts and Sciences. A custom made version of a similar resource for business is now being produced.
Shortcomings of this training are discussed later in the Evaluation of project.
Training for students
(i) In the Use of ePortfolios
Students are provided with extensive ePortfolio training via a manual produced by the university along with other training session opportunities.
Specifically for the BUS/WIL 3000 courses a manual providing clear guidelines to assist students to understand the process of finding and gaining approval for their placement, identifying a project to be completed while on placement and the purpose of using ePortfolios to document the learning and highlights of their placement was made available on Study Desk. The manual incorporated Frequently Asked Questions to assist students to manage the technology.
(ii) In reflective practice
Biggs and Tang (2011) suggest that students need scaffolding to help them understand what reflection is and how to use it in order to improve learning. The Learning and Teaching Academic Standards Statement for Accounting was publically released in 2011 (Hancock, Freeman and Associates, 2011) advocating the development of five Threshold Learning Outcomes (TLO) namely judgement, knowledge, application of skills, communication and teamwork and self- management. In the courses involved in both Stage 1 and 2 of this project empowering students to develop select TLOs was paramount, in particular the ability to be able to reflect and evaluate their own skills and learning was identified as very relevant. This would enhance application of critical thinking and reflective practice skills and, through the use of ePortfolios, illustrate development of self-management skills.
In addition, support in the form of resources available from other disciplines was sought as a result of the project. Students now will have access to the following resources from Arts and Sciences. A custom made version of a similar resource for business is now being produced.
Stage 2 – Integration of ePortfolios into the first of the Accounting Major courses ACC1101
Despite discipline support and preliminary training for academics, a workload change to the role of course coordinator for the ACC1101 course resulted in a change to the assessment that had been designed to incorporate ePortfolios. This meant that implementation of Stage 2 did not proceed in Semester 1 2015. It will instead be rolled out in the next offering of the course in 2015 post the grant and this report. What evolved highlighted the importance of building confidence in academic staff to enable innovation and ensuring a champion to provide support to staff during the journey.
A. Observing, Monitoring and Moderating
Throughout the semester, teacher presence (Garrison, Anderson & Archer, 2000) was critical within the online learning environment to support and scaffold learning and foster student engagement, with online communication tools playing an important role, complemented by face-to-face meetings between teaching staff and students. Moreover the design of assessment tasks enabled the teaching staff to monitor student progress and provide timely feedback accordingly.
Despite discipline support and preliminary training for academics, a workload change to the role of course coordinator for the ACC1101 course resulted in a change to the assessment that had been designed to incorporate ePortfolios. This meant that implementation of Stage 2 did not proceed in Semester 1 2015. It will instead be rolled out in the next offering of the course in 2015 post the grant and this report. What evolved highlighted the importance of building confidence in academic staff to enable innovation and ensuring a champion to provide support to staff during the journey.
A. Observing, Monitoring and Moderating
Throughout the semester, teacher presence (Garrison, Anderson & Archer, 2000) was critical within the online learning environment to support and scaffold learning and foster student engagement, with online communication tools playing an important role, complemented by face-to-face meetings between teaching staff and students. Moreover the design of assessment tasks enabled the teaching staff to monitor student progress and provide timely feedback accordingly.