Reflections & Key Learnings
The learning design and development processes required to implement and assess the use of ePortfolios in the course prompted me, as course leader, to re-think the way I wanted my students to perceive and reflect on their learning, and in particular showcase their learning journey in terms of the knowledge and skills developed through their ePortfolios. Implicit in the process was to ensure allocation of sufficient time to:
*refocus the course pedagogically to enhance the integration of ePortfolios,
*allow course development in terms of scaffolded learning tasks and assessment items that align with course objective to integrate the ePortfolio tool,
* learn new skills personally and become familiar with the features and capabilities of the technology in order to understand and support the students' learning journeys.
*understand the resources available and develop new resources for specific activities to be undertaken in the course.
The level of engagement from the students was encouraging given that training was limited to institutional online generic training modules, as opposed to an authentic learning experience during the self-directed training. In future iterations embedding upfront training that is user friendly and in context of course requirements will enhance student confidence with the ePortfolio tool. Critical to this is ensuring sufficient time to develop the necessary resources.
The strong positive outcomes to come out of the project were:
a. Assessment items are now fit for purpose in terms of the learning experience and the skills to be developed in the courses included in Stage One of the Project. Work is ongoing in this area in the courses to be included in the Stage 2 of the project in the Accounting major.
b. Awareness of cognitive demands on the part of teaching staff and time required to embed ePortfolio and associated learning tasks in the student learning journey.
c. The project led to a knowledge of what was happening in the ePortfolio space in other disciplines and a sharing of resources between disciplines.
d. Active debate amongst staff and students about the value of propriety ePortfolio systems such as Mahara compared to other mediums such as LinkedIn was provoked.
e. Both staff and students learnt to use new technology to support the learning journey and achieve desired educational outcomes.
f. The Project has facilitated dialogue to initiate change in the Institution within and across disciplines.
I and my colleagues are looking forward to stage two of the project and more learning in new courses where ePortfolio will be embedded.
*refocus the course pedagogically to enhance the integration of ePortfolios,
*allow course development in terms of scaffolded learning tasks and assessment items that align with course objective to integrate the ePortfolio tool,
* learn new skills personally and become familiar with the features and capabilities of the technology in order to understand and support the students' learning journeys.
*understand the resources available and develop new resources for specific activities to be undertaken in the course.
The level of engagement from the students was encouraging given that training was limited to institutional online generic training modules, as opposed to an authentic learning experience during the self-directed training. In future iterations embedding upfront training that is user friendly and in context of course requirements will enhance student confidence with the ePortfolio tool. Critical to this is ensuring sufficient time to develop the necessary resources.
The strong positive outcomes to come out of the project were:
a. Assessment items are now fit for purpose in terms of the learning experience and the skills to be developed in the courses included in Stage One of the Project. Work is ongoing in this area in the courses to be included in the Stage 2 of the project in the Accounting major.
b. Awareness of cognitive demands on the part of teaching staff and time required to embed ePortfolio and associated learning tasks in the student learning journey.
c. The project led to a knowledge of what was happening in the ePortfolio space in other disciplines and a sharing of resources between disciplines.
d. Active debate amongst staff and students about the value of propriety ePortfolio systems such as Mahara compared to other mediums such as LinkedIn was provoked.
e. Both staff and students learnt to use new technology to support the learning journey and achieve desired educational outcomes.
f. The Project has facilitated dialogue to initiate change in the Institution within and across disciplines.
I and my colleagues are looking forward to stage two of the project and more learning in new courses where ePortfolio will be embedded.