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UBC Campus-Wide E-Portfolios: Community Building and Pilot Projects

UBC Campus-Wide E-Portfolios: Community Building and Pilot Projects. Power of EPortfolios as Enterprise Systems and Community Builders. Karen Belfer, ePortfolio Coordinator, Office of Learning Technologies (OLT) Maureen Kent, Director of the Learning Centre, Faculty of Agricultural Sciences.

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UBC Campus-Wide E-Portfolios: Community Building and Pilot Projects

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  1. UBC Campus-Wide E-Portfolios: Community Building and Pilot Projects Power of EPortfolios as Enterprise Systems and Community Builders. Karen Belfer, ePortfolio Coordinator, Office of Learning Technologies (OLT)Maureen Kent, Director of the Learning Centre, Faculty of Agricultural Sciences

  2. Project Description • Provide UBC students, faculty and staff with a persistent, online, integrated framework where they store digital artifacts, add reflections, demonstrate their competency with particular subject material and transferable skills, invite commentary and assessment, and selectively publish components online.

  3. Student Services Pharmacy Pilot Projects: Context Professional Career** AGSC Science Grad School High School FacultyPosition Courses Courses Courses Courses Professional Degree Program Degree Program Education TAG

  4. Pilot Projects: Science • Context: Course • Creator: Student • Purpose/Development: Self-assessment, Building the curriculum • Purpose/Evaluation: Demonstrating achievement of learning outcomes • Purpose/Presentation: Showcasing achievement

  5. Pilot Projects: AGSC • Context: Course • Creator: Student • Purpose/Development: Self-assessment, Advising, Documenting professional development, Building the curriculum • Purpose/Evaluation:Demonstrating achievement of learning outcomes • Purpose/Presentation:Showcasing achievement

  6. Pilot Projects: Education • Context: 1 yr Program • Creator: Student Teachers • Purpose/Development: Self-assessment, Documenting learning over time, Documenting professional development,  Building the curriculum. • Purpose/Evaluation: Demonstrating achievement of learning outcomes • Purpose/Presentation: Showcasing achievement

  7. Pilot Projects: Pharmacy • Context: 4 yr Program • Creator: Student • Purpose/Development: Self-assessment, Advising,  Documenting learning over time, Documenting professional development, Building the curriculum • Purpose/Evaluation: Demonstrating achievement of learning outcomes • Purpose/Presentation: Showcasing achievement

  8. Pilot Projects: TAG • Context: Independent • Creator: Faculty • Purpose/Development: Self-assessment, Documenting learning over time, Documenting professional development,  Building the curriculum, Adding to the knowledge base of the disciplines (scholarship of teaching and learning). • Purpose/Evaluation: Promotion and tenure, Work performance review • Purpose/Presentation: Showcasing achievement

  9. Project Goals • To support the educational goals of five e-Portfolio pilot projects undertaken in Agricultural Sciences, Education, Pharmaceutical Sciences, Science, and TAG. • To develop the process workflow and online environment for creating e-Portfolios. • To create a UBC e-Portfolio Community of Practice that provides an avenue for needs analysis, scholarly dialogue, information exchange, and peer support related to e-portfolio design and use.

  10. Pedagogy • Facilitating Institutional Goals • Benefits of “folio thinking” • Instructional Design • Learning Theories • Authentic Assessment • Project Evaluation

  11. Pedagogy: Institutional Goals • UBC’s Trek 2000 learning environment strategies • Develop learner-centred undergraduate curricula • Provide co-op, internship, work placement and mentoring programs. • Fully integrate information technology with instruction in all areas. • Ensure that faculty members and staff are appropriately prepared to function effectively in a learner-centred environment. • Lifelong learning: • Develop alternative ways of delivering credit and non-credit programs to students • Create new programs that address the life-long learning needs • Expand our continuing higher education programs at the graduate level and in professional upgrading

  12. Pedagogy: Folio Thinking Used with Permission

  13. Planning Revision Instructional Problems Task Analysis Evaluation Instruments Learner Characteristics Development of Instruction Implementation Summative Evaluation Confirmative Evaluation Support Services Instructional Objectives Designing the Message Content Sequencing Instructional Strategies Formative evaluation (Morrison, Kemp & Ross 2003) Project Management

  14. Pedagogy: Learning Theories • Social Construction • Motivation theories: Task Expectancy Value Model (Eccles, et al, 2002). • Utility Value • Intrinsic value • Attainment Value • Cost

  15. Pedagogy: Authentic Assessment • Fenwick & Parson, 2001: • Ongoing • Communicated • Variety of methods • Comprehensive • Valid Reliable

  16. Pedagogy: Project Evaluation • Formative • Summative

  17. Technology • We were looking for a product that allowed us to… • store different type of artifacts (multimedia capability). • add reflections • provide selective access to individuals or the public • invite feedback • give control to the user • integrate with UBC systems • security

  18. Community of Practice • To build knowledge of e-portfolio use within UBC and its broader community, through collaboration, experimentation, and sharing. • Community website • Workshops- training- conferences • Share resources • Share knowledge

  19. Pilot Project: AGSC “It was the commitment of the faculty members and students that made this project a big success.”Karen Belfer

  20. Pilot Project: AGSC Career Development Internship Course • Supervised technical work experience • Workshops on soft skills • communication • team building • professional ethics

  21. Pilot Project: AGSC Faculty “New Learning Ecosystems” • Interdisciplinary, PBL • Includes “learning for life” components: • Life and career skills • Mentoring and tri-mentoring • Experiential learning • E-portfolios

  22. Pilot Project: AGSC Goals of E-Portfolio Adoption • To better facilitate students’ reflection and self-direction • To make evident interdisciplinary knowledge, life skills and behavioral competencies

  23. Pilot Project: AGSC E-Portfolio Application in the Course Two portfolios: • Reflective journal entries and reports • Final reflective essay on their learning with supporting artifacts

  24. Pilot Project: AGSC Instructor Feedback • Supportive and enthusiastic • Powerful tool • Will continue to use “The most rewarding experience I’ve ever had as an instructor” Lynne Potter-Lord

  25. Pilot Project: AGSC

  26. Pilot Project: AGSC Student Feedback “The journal reflection really helps you understand who you are as a person and, for me, I think one of the more beneficial things of this course in large part is reflection.” “One of the things I liked about e-portfolios best, is that we can actually go back and look over everything see our growth. I did notice a lot of growth in myself from my first to my last journal.” “I like how you can categorize the different portfolios for the different audiences, having the journal, the one page reports, images and other things… that can be easily categorized.”

  27. Pilot Project: AGSC Lessons Learned • It takes a lot of time to plan and get going • Lots of training and support are needed initially • Need customizing guidelines • Need to overcome some data management issues • Need to carefully integrate implementation with a CMS • Development of appropriate assessment rubrics critical

  28. Pilot Project: AGSC Future goals Implement e-portfolio use Faculty-wide, starting in the introductory Faculty course, fall 2004. Need: • To apply lessons learned from this pilot and others • Clear goals and expectations for students and faculty • Excellent communication and support for buy-in • On-going evaluation and refinement.

  29. Lessons Learned • Importance of a Sound Pedagogical Approach • Cohesive development- delivery • Increase interest in e-portfolios • Document growth over time • Increase awareness

  30. Lessons Learned • Importance of Good Instructional Technology • Application supports pedagogical values • Collection-reflection-evaluation-selection-presentation • Owner control • Ease of use • Feedback- social construction • Application not mature • More training • More integration with WebCT

  31. Lessons Learned

  32. Lessons Learned “I like having the journals together with the feedback; being able to look at the journals, look at the feedback, and add the reflections that you want based on that.” AGSC student.

  33. Lessons Learned • Community • Commitment • Interest • Motivated • … beginning stages

  34. Student Services Pharmacy Career Services Future Plans MET Professional Career** AGSC Science Grad School Staff High School Courses Courses Courses Courses Professional Degree Program FacultyPosition Degree Program Health Sciences Education TAG

  35. References • Read more about the project.. • e-Strategy news letter/ August & January http://www.estrategy.ubc.ca/news/update0308/030813-eportfolio.html • E-Learning site https://www.elearning.ubc.ca/home/

  36. Contact Information • Karen Belfer, ePortfolio Coordinator, Office of Learning Technologies (OLT), University of British Columbia karen.belfer@ubc.ca • Maureen Kent, Director, Learning Centre, Faculty of Agricultural Sciences, University of British Columbia maureen.kent@ubc.ca • Rodney Williams, Clinical Assistant Professor, University of Michigan rodw@umich.edu

  37. Questions

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