what we know and where were going: in media res in university use of eportfolios dianne conrad...
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What we know and where we’re going: In media res in university use of
ePortfoliosDianne ConradEvelyn Ellerman
Debra HovenSusan Moisey
Athabasca UniversityAthabasca, Alberta, Canada
What we know and where we’re going: In media res in university use
of ePortfolios
Dianne ConradEvelyn Ellerman
Debra HovenSusan Moisey
Athabasca UniversityAthabasca, Alberta, Canada
Today’s presentation
Situating our study- a variety of applications across the University
Our experience thus farWhat have we learned?Where do we expect to go?Future research
Situating the study• Athabasca University is Canada’s premier ODL
institution• 40 000 students• Distributed environment• Baccalaureate, masters, doctoral programs• Mandate: Reduce barriers to learning• AU is transitioning to ePortfolio use from
traditional paper-based portfolio use in a number of venues
• Insert those 3 or 4 picture slides of AU
Athabasca University
• Insert those 3 or 4 picture slides of AU
ePortfolios in Graduate Study
• Used for capstone project in course-based MDE
• A retrospective approach: artifacts, reflections• Learners produce showcase ePortfolios• Coming: use throughout the program• ePortfolio will capture learners’ scholarly and
professional growth
ePortfolios in Communication Studies
An undergraduate, post-diploma programPresently, ePortfolios used by role-playing journalism
students in war zone simulationsFuture use: 1) ePortfolio will provide a bridge to and
from professional and academic life2) Selected courses will feature alternative ePortfolio
assignments to promote self-reflection, critical & analytical thinking
3) A capstone course will evolve
ePortfolios in AU’s e-lab• Technical support for ePortfolio use and
development across the university as a whole• Provide user-friendly tutorial• Provide sample assignments• Offer online training sessions to teaching staff• Internal marketing of ePorfolio use• Initiate and coordinate research and
collaborative partnerships
ePortfolios for RPL• AU promotes Recognition for Prior Learning• Past practice (since 1997) has been paper-
based• Learners produce a hefty portfolio of
structured, templated artifacts to present their prior learning for assessment
• Currently, AU accepts many forms of digitally-enhanced portfolios while awaiting further development on Mahara
What have we learned so far?• Learners are responsive to the introduction of
new technology and take it seriously• They are thoughtful and reflective about their
acceptance and use of ePortfolios• Learners feel “brave” for trying a new
approach!• Teaching staff are interested but cautious• The fact of technology IS important
What do the students tell us?
MDE learners preferred ePortfolio route over comprehensive exams or thesis:
“to broaden and consolidate conceptual knowledge”
“to reflect on what was learned and apply it to work”
“to record the learning journey”
Learners’ appraisal of ePortfolio opportunity
“helps push me to try new learning and sharing opportunities:
“gives me the opportunity to reflect without the pressure of an exam or oral defense”
Learners’ pragmatism
Familiarity with the “old ways” is a major determinant
Learners understand their own learning styles, “what works best for me”
Some want to “save the environment”: no more paper
Learners’ trade-offsFor some, adaptation to ePortfolio is MORE
work, but the medium offers more opportunity for showcasing their knowledge
ePortfolio represents a learning curve, but the learning itself will be useful
Learners recognized potential for transfer of knowledge to other learning/work situations
Faculty responses to ePortfolio• Learners expect tolerance from
faculty/assessors who may access their work• Learners are recognizing levels of meta-
cognition underpinning their adaptation• Faculty must adapt to new ways of regarding
learner knowledge• Faculty given the opportunity to re-think
pedagogical approaches
What will the future bring?Shift to ePortfolios in academic programs
requires a cultural as well as pedagogical shift within the University
must be facilitated by internal marketing and training amongst instructional staff
accompanies the larger shift from print to digital
RPL assessors both embrace/resist transition
Final thoughtsePortfolios offer new and expanded ways for
learners to explore their identity as learnersePortfolios complement AU’s distributed and
distance learning environmentThe ePortfolio learning curve includes faculty and
university staff as well as studentsLearners recognize ePortfolio’s value in
transitioning to and from the workplaceAU coming to understand the value of ePortfolio
across the institution
Contact informationDr Dianne Conrad, Director
Centre for Learning [email protected]
http://priorlearning.athabascau.ca/index.phpDr Evelyn Ellerman, Associate Professor
Communication Studies andSponsor of the e-Lab