Improvements
The feedback from stakeholders indicates some positive outcomes and has also highlighted areas for improvement. While the up-front processes put in place were very considered and appropriate the actual implementation practicalities need refinement in the next iteration, if ePortfolios are to be successfully embedded into courses on an ongoing basis.
As with any innovation, commitment from all levels is required. Champions with the authority to drive, resource, and allocate sufficient time for staff to make things happen are critical. When innovation is desired, academic course leaders with a risk appetite for change are needed.
The following recommendations have evolved from the project:
1. Ensure holistic and contextual training opportunities and institutional support for academic staff that facilitate actual development of authentic course materials for ePortfolio integration during training sessions;
2. The assessment scheme of relevant courses needs to be repurposed to reflect the student learning journey during work integrated learning and their use of ePortfolio in accordance with the requirements of their discipline and the profession.
3. The use of ePortfolios should occur in targeted courses from first year through to third year, to scaffold the holistic development of students with the relevant knowledge, skills and dispositions valued by the profession
4. Promote the integration of ePortfolio as a lifelong, life-wide undertaking by fostering reflective practice in the design of curriculum and assessment.
5. Assist employers hosting students to become familiar with the value of ePortfolio in student development and career progression.
6. Given the rapid change occurring in technological advances, considerations need to be given regarding student choices for ePortfolio platform and alternative media such as LinkedIn.
It is anticipated that the above recommendations will lead to improvements in institutional processes for ePortfolio integration across programs in the business disciplines. It is also anticipated that dialogue with various stakeholders will continue, which may lead to ongoing improvements to pedagogical practices concerning ePortfolio.
As with any innovation, commitment from all levels is required. Champions with the authority to drive, resource, and allocate sufficient time for staff to make things happen are critical. When innovation is desired, academic course leaders with a risk appetite for change are needed.
The following recommendations have evolved from the project:
1. Ensure holistic and contextual training opportunities and institutional support for academic staff that facilitate actual development of authentic course materials for ePortfolio integration during training sessions;
2. The assessment scheme of relevant courses needs to be repurposed to reflect the student learning journey during work integrated learning and their use of ePortfolio in accordance with the requirements of their discipline and the profession.
3. The use of ePortfolios should occur in targeted courses from first year through to third year, to scaffold the holistic development of students with the relevant knowledge, skills and dispositions valued by the profession
4. Promote the integration of ePortfolio as a lifelong, life-wide undertaking by fostering reflective practice in the design of curriculum and assessment.
5. Assist employers hosting students to become familiar with the value of ePortfolio in student development and career progression.
6. Given the rapid change occurring in technological advances, considerations need to be given regarding student choices for ePortfolio platform and alternative media such as LinkedIn.
It is anticipated that the above recommendations will lead to improvements in institutional processes for ePortfolio integration across programs in the business disciplines. It is also anticipated that dialogue with various stakeholders will continue, which may lead to ongoing improvements to pedagogical practices concerning ePortfolio.