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Case studies of e-portfolio implementation:

challenges and opportunities

Macquarie International Internship Program

Macquarie University

Amanda ParkerAlex Thackray

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• University context• Trial background and aims• Methodology• Findings• Future challenges and opportunities

Agenda

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• Graduate capabilities

University Context

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• The Technologies in Learning and Teaching Plan (2009-2012) has identified

e-portfolios as a priority for research and development.

• Participation unit as part of PACE (Participation and Community Engagement) Program

University Context

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Macquarie International Internship Program

• Approximately 100 students in semester 1 trial

• Undergraduate and postgraduate students

• Majority international students• 20% of assessment mark from

online reflective activities

Adding a professional dimension to the university experience

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Higher Education postgraduate unit:

Designing ICT-based Course and Learning Materials

• Approximately 30 postgraduate students

• Blackboard used to host unit content and Mahara provided as an option for storing and submitting assessment tasks

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To explore the potential of an e-portfolio tool to:

• Enable students to store and share evidence of their learning

• Encourage and document critical reflection on the learning journey

• Streamline assessment and feedback processes

Aims of the study

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Mahara Implementation Process

• System design with Netspot• Staff training• Redesign assessment tasks• Design user guide and update unit

outline• Student training session

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4 ‘Views’ completed during semester

Assessment tasks in Mahara

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Mahara e-portfolio

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1. Profile 2. Forum

Assessment tasks in Mahara

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3. Blog 4. Job Application

Assessment tasks in Mahara

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• Case study approach• Online survey of staff and student

perceptions• 112 students total• 82 Internship Program students• 30 Higher Education postgraduate

students

Methodology

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• Of the 112 students invited, 82 participated in the survey (73%) consisting of:

- 20 of the 30 enrolled in the Higher Education program

- 62 of the 82 enrolled in the Internships program

Findings

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Internship program Higher education unit

50% 15%

Students who strongly agreed or agreed that overall, the e-portfolio tool was helpful for their learning:

Effectiveness

• Higher education students had the option of using Mahara in addition to Blackboard

• Internships training session at the start of semester

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Program Strongly Agree or Agree

Neutral or Disagree

Higher Education

25% (5) 75% (15)

Internships 62% (38) 38% (24)

The e-portfolio was helpful in collating my work for submission as part of the unit’s assessment

Program Strongly Agree or Agree

Neutral or Disagree

Higher Education

10% (2) 90% (18)

Internships 65% (40) 35% (22)

The e-portfolio helped me reflect on what I have learned during the unit

Effectiveness

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• Students commented on the benefits of the e-portfolio in supporting reflection

• “I can see the benefits of e-portfolio in self-reflection...to review what I learnt, what I can improve, how the organisation could be improved and how to manage my time more efficiently”

Reflection

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• Student feedback showed the value of communication and interaction but many resisted the social networking aspect:

“In my opinion there are too many social networking sites around and further ones could be a burden for some people. Personally, I use three different social networks already and that is enough for me”

Social Networking

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“Just because we are the Facebook generation does not mean that we need a Facebook for every part of our lives.”

• Students expressed a desire for more face to face meetings

Social Networking

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• Students identified the benefits of authentic assessment in building their confidence in future job applications

• “E-portfolio provides several interesting job hunting skills and tips for us to use”

Authentic Assessment

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Program Strongly Agree or Agree

Neutral or Disagree

Higher Education 35% (7) 65% (13)Internships 62% (39) 38% (23)

I had sufficient support to use the e-portfolio tool

Support

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Support used Response Percent

Response Count

Online instructions about the site e.g. user manual

64% (45)

Individual guidance from unit convenor

36% (25)

No support used – I just worked it out for myself

19% (13)

Individual guidance from other students

14% (10)

Online discussion with other users 11% (8)

Which types of support did you utilise in learning how to use the tool?

Support

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• Over half (55%) of students who utilised online instructions agreed or strongly agreed they were helpful

• 57% of students who sought individual guidance from the unit convenor agreed

or strongly agreed that it was helpful

Support

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Program Strongly Agree or Agree

Neutral or Disagree

Higher Education 35% (7) 65% (13)Internships 40% (25) 60%(37)

The e-portfolio was generally easy to use

Usability

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Student comment:

“The links were not clear as to where I needed to go – I had to keep flicking through to figure out where I needed to get to”

Usability

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• Need to integrate e-portfolio into whole curriculum

• Training and support • Time and workload• Scaffolding for students in self-

reflection

Challenges

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• Building of a supportive project team and collaborative network across campus

• With improvements to design and usability of the system, the e-portfolio is a potentially valuable learning tool for students

• Scope for use in other units across campus

• Integration of Mahara with Moodle

Opportunities

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Questions

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References• Butler, P. (2006) A review of the literature on portfolios and electronic portfolios (eCDF E-portfolio

Project), October, Palmerston North, New Zealand, Massey University College of Education. Retrieved October 2009, from https://eduforge.org/docman/view.php/176/1111/ePortfolio%20Project%20Research%20Report.pdf

• Gosper, M., Woo, K., Muir, H., Dudley, C., & Nakazawa, K. (2007). Selecting ICT based solutions for quality learning and sustainable practice. Australasian Journal of Educational Technology, 23(2), 227-247.

• IMS Global Learning Consortium (2005) IMS ePortfolio best practice and implementation guide, Retrieved November 2009, from http://www.imsglobal.org/ep/epv1p0/imsep_bestv1p0.html.

• JISC (2007) e-Portfolios: An overview of JISC activities. Bristol: JISC Development Group, University of Bristol, www.jisc.ac.uk/publications/publications/eportfoliooverviewv2.aspx [viewed 4 June2010].

• Macquarie University (2008) Authentic Assessment, Assessment Toolkit, Learning and Teaching Centre, Retrieved November 2009.

• McAllister, L. M., Hallam, G. C., & Harper, W. E. (2008). The ePortfolio as a tool for lifelong learning: Contextualising Australian practice. Paper presented at the International Lifelong Learning Conference 2008. from http://eprints.qut.edu.au/14061/

• McCowan, C., W. Harper and K. Hauville (2005) Student e-portfolio: The successful implementation of an e-portfolio across a major Australian University, Australian Journal of Career Development. 14(2), 40-52.

• JISC (2007). e-Portfolios: An overview of JISC activities, Available from www.jisc.ac.uk/ publications/publications/eportfoliooverviewv2.aspx

• Race, P. (2001). The Lecturer's Toolkit: A Practical Guide to Learning, Teaching and Assessment. London: Kogan Page.

• Woutersa, P., Paas, F., & van Merriënboerb, J. (2009). Observational learning from animated models: Effects of modality and reflection on transfer. Contemporary Educational Psychology, 34(1), 1-8.

• Yorke, J., & Croot, D. (2004, 5-8 December). Personalised records of lifelong learning in the UK: What do our learners want? Paper presented at the Beyond the comfort zone: 21st ASCILITE Conference, Perth.

  

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Case studies of e-portfolio implementation:

challenges and opportunitiesMacquarie International

Internship ProgramMacquarie University

Amanda ParkerAlex Thackray