Using ePortfolio in a virtual work Using ePortfolio in a virtual work placement unit to enhance learning placement unit to enhance learning

outcomes – a reflection of the outcomes – a reflection of the changing nature of student changing nature of student

engagement with higher education. engagement with higher education.

Associate Professor Tina CockburnAssociate Professor Tina CockburnAssociate Professor Melinda ShirleyAssociate Professor Melinda Shirley

Faculty of LawFaculty of LawQueensland University of Technology, BrisbaneQueensland University of Technology, Brisbane

Virtual Law PlacementVirtual Law Placement

Higher Education LandscapeHigher Education Landscape

Pedagogy & DesignPedagogy & Design

Embedding ePortfolioEmbedding ePortfolio

Evaluation dataEvaluation data

Where to from here?Where to from here?

Higher Education LandscapeHigher Education Landscape

44

The need to produce work ready The need to produce work ready graduatesgraduates

Australian higher education sector under growing pressure from government, industry and the community to demonstrate ability to respond to skill shortages, the requirements of a professionalised workforce and the demand for work-ready graduates

– AC Neilsen Research Services, 2000; Organisation for Economic Co-operation and Development, 2004.

Universities are required to show how theory and practice combine in undergraduate and postgraduate degrees to generate graduates who are work-ready.

– Bradley, Noonan, Nugent, & Scales, 2008, p. 2; cited in The WIL Report p3

Legal education should be more concerned with “what lawyers need to be able to do” cf. traditional Australian approach centred around “what lawyers need to know”.

– Australian Law Reform Commission Review of the Federal Civil Justice System, ALRC DP 62, August 1999

55

The role of work integrated The role of work integrated learninglearning

Work integrated learning Work integrated learning (WIL) is generally accepted as a powerful vehicle for developing generic or professional skills and provides students with the opportunity to improve their employability and work readiness.

– Harvey, Geall,& Moon, 1998; Knight, 2007; cited in the WIL Report p13

WIL– umbrella term for a range of approaches and – umbrella term for a range of approaches and strategies that integrate theory with the practice of work strategies that integrate theory with the practice of work within a purposefully designed curriculumwithin a purposefully designed curriculum

– Patrick CJ, Peach D, Pocknee C, Webb F, Fletcher M, Pretto G (2008, December) Patrick CJ, Peach D, Pocknee C, Webb F, Fletcher M, Pretto G (2008, December) The WIL [Work Integrated Learning] Report: a national scoping studyThe WIL [Work Integrated Learning] Report: a national scoping study [Australian [Australian Learning and Teaching Council (ATLC) Final Report]. Brisbane: Queensland Learning and Teaching Council (ATLC) Final Report]. Brisbane: Queensland University of Technology. Available online at: University of Technology. Available online at: www.altc.edu.au and www. and www. Acen.edu.au, p9 Acen.edu.au, p9

– definitions and conceptual models - Dewey, 1938; Kolb, 1984; Biggs, 1999; Boud, definitions and conceptual models - Dewey, 1938; Kolb, 1984; Biggs, 1999; Boud, 2001; Dressler & Keeling, 2004; Groenewald, 2005.2001; Dressler & Keeling, 2004; Groenewald, 2005.

Student dataStudent dataChanging nature of student engagement in higher Changing nature of student engagement in higher education education – McInnis & Hartley 2002; Anderson 2006; Patrick et al McInnis & Hartley 2002; Anderson 2006; Patrick et al

20082008

Ensuring equity and access to authentic WIL Ensuring equity and access to authentic WIL experiences for all law studentsexperiences for all law students– large number of QUT law students (approx 2500 students, including large number of QUT law students (approx 2500 students, including

650 external students)650 external students)– limited physical placements and competition (undergraduates from limited physical placements and competition (undergraduates from

other Universities and post graduate Legal Practice students) other Universities and post graduate Legal Practice students) Virtual model of WIL overcomes barriers posed by distance, visa Virtual model of WIL overcomes barriers posed by distance, visa restrictions, family responsibilities and financial hardship and restrictions, family responsibilities and financial hardship and broadens the range of employment opportunities to a global broadens the range of employment opportunities to a global market. market.

Underlying Pedagogy and Underlying Pedagogy and DesignDesign

AuthenticityAuthenticity

Collaboration with community partners to Collaboration with community partners to incorporate the use of authentic web incorporate the use of authentic web technologies into the learning experiencetechnologies into the learning experience– blackboard, video, skype, discussion forums, blackboard, video, skype, discussion forums,

ePortfolio, online chat, email and SharePointePortfolio, online chat, email and SharePoint

New Information and Communication New Information and Communication Technologies (ICT) are transforming the Technologies (ICT) are transforming the practices of both universities and workplaces practices of both universities and workplaces which deserves recognition in the design of an which deserves recognition in the design of an authentic work-integrated learning experience authentic work-integrated learning experience

Learning PreferencesLearning Preferences

Generation Y’s exposure to information technology Generation Y’s exposure to information technology media during their formative years has led to a shift in media during their formative years has led to a shift in learning preferences as compared with past student learning preferences as compared with past student generations (Frand, 2000, Oblinger, 2003)generations (Frand, 2000, Oblinger, 2003)

– Virtual dimension enables both task based learning and effective Virtual dimension enables both task based learning and effective second level analysis and collaborative reflection on the second level analysis and collaborative reflection on the learning experience (Arnold, 2008). learning experience (Arnold, 2008).

– Learners engage with their supervisors, teachers and teams in Learners engage with their supervisors, teachers and teams in an online environment sharing their expectations, an online environment sharing their expectations, preconceptions and experiences. preconceptions and experiences.

Reflection Reflection Importance of ensuring that assessment methods used Importance of ensuring that assessment methods used in WIL programs encourage reflection and integration of in WIL programs encourage reflection and integration of theory and practicetheory and practice

– Jorgensen D and Howard P (2005) “Assessment for Practice Oriented Jorgensen D and Howard P (2005) “Assessment for Practice Oriented Education, Rockhampton, Qld: James Goldson Faculty of engineering Education, Rockhampton, Qld: James Goldson Faculty of engineering and Physical Systems, Central Queensland University, p1and Physical Systems, Central Queensland University, p1

Potential for ePortfolio to help students become Potential for ePortfolio to help students become reflective learners who are conscious of their personal reflective learners who are conscious of their personal and professional strengths and weaknesses, as well as and professional strengths and weaknesses, as well as to make their existing and developing skills more explicit.to make their existing and developing skills more explicit.

– Hallam G, Harper W, McCowan C. Hauville K, McAllister L and Creagh Hallam G, Harper W, McCowan C. Hauville K, McAllister L and Creagh T, Australian eportfolio project: eportfolio use by university students in T, Australian eportfolio project: eportfolio use by university students in Australia: informing excellence in policy and practice, final project Australia: informing excellence in policy and practice, final project report August 2008 Executive Summary, piireport August 2008 Executive Summary, pii

By reflecting on their own learning and achievement, By reflecting on their own learning and achievement, learners are encouraged to plan for their personal, learners are encouraged to plan for their personal, academic and career developmentacademic and career development

– Australian eportfolio project Final Report, Executive Summary, Australian eportfolio project Final Report, Executive Summary, Recommendation 6 p.vRecommendation 6 p.v

Virtual paradigm enables both Virtual paradigm enables both synchronous and asynchronous synchronous and asynchronous communication between teams and communication between teams and workplace supervisors to enable:workplace supervisors to enable:– flexibility flexibility – greater level of reflection greater level of reflection

enables learners to express and adapt their enables learners to express and adapt their understandings and value systems as a result of understandings and value systems as a result of their personal learning experiences (Arnold, 2008). their personal learning experiences (Arnold, 2008).

Embedding ePortfolio into Embedding ePortfolio into a virtual work placement a virtual work placement

unitunit

The Virtual Law PlacementThe Virtual Law Placement

Under the guidance of a real life workplace supervisor, students apply legal knowledge and skills to complete an authentic real world workplace project in a team using online communication technologies to enable students to be virtually, rather than physically present at the workplace. Enables law students to access an unprecedented range of law graduate destination workplaces and projects, including international and social justice placements, absent the constraints traditionally associated with arranging physical placements.

Unit contentUnit content

The substantive law content of the unit will depend on The substantive law content of the unit will depend on your virtual workplace and the project allocated by your your virtual workplace and the project allocated by your workplace supervisor. workplace supervisor.

–   The unit consists of the following The unit consists of the following components:components:

Application for the placementApplication for the placement

Preparation for the placement;Preparation for the placement;

Completion of a workplace project in a team; andCompletion of a workplace project in a team; and

Reflection upon your learning during and after the Reflection upon your learning during and after the placement.placement.

1616

ePortfolio ResourcesePortfolio ResourcesLinks to Links to QUT ePortfolio resources– Using the Student ePortfolio – ModuleUsing the Student ePortfolio – Module

This resource is part of a new suite of Career Development This resource is part of a new suite of Career Development courses and associated modules. This module will assist you courses and associated modules. This module will assist you to produce digital stories and artefacts which reflect skills to produce digital stories and artefacts which reflect skills and achievements gained during work placement. It is self-and achievements gained during work placement. It is self-paced and provides you with a completion quiz to check your paced and provides you with a completion quiz to check your understanding. understanding. UUse the link provided below to begin working through the se the link provided below to begin working through the module, module, Using the student ePortfolioUsing the student ePortfolio. You should complete . You should complete this module as soon as possible and in any event at least this module as soon as possible and in any event at least during week 8 prior to writing up your first ePortfolio entry, during week 8 prior to writing up your first ePortfolio entry, taking into account feedback from your workplace supervisor taking into account feedback from your workplace supervisor on your project outline and interim project report, as you on your project outline and interim project report, as you enter into the final phases of working on your workplace enter into the final phases of working on your workplace project. project. Upon completion of this module you will receive a certificate Upon completion of this module you will receive a certificate of completion which you are required to submit with your of completion which you are required to submit with your assessable Student e-Portfolio entries.assessable Student e-Portfolio entries.

Using online discussion forum to Using online discussion forum to practice reflective writing and practice reflective writing and

learn from otherslearn from othersDuring week eight please share a brief reflection on your work in During week eight please share a brief reflection on your work in this unit so far. this unit so far. – For example, you may wish to address one or more of the following For example, you may wish to address one or more of the following

matters: i) Reflection on an incident: Describe an matters: i) Reflection on an incident: Describe an incident/event/activity/opportunity/challenge/issue/research incident/event/activity/opportunity/challenge/issue/research question/legal social or policy issue etc which has occurred during your question/legal social or policy issue etc which has occurred during your placement. How did you feel about this? How did you resolve the issue? placement. How did you feel about this? How did you resolve the issue? What skills/resources did you draw on? What new skills did you What skills/resources did you draw on? What new skills did you develop? What would you do differently next time? develop? What would you do differently next time?

This post will enable you to practice your reflective writing skills - This post will enable you to practice your reflective writing skills - you may wish to refine your post and submit as your eportfolio entry you may wish to refine your post and submit as your eportfolio entry or alternatively you may wish to post an edited version of your or alternatively you may wish to post an edited version of your

ePortfolio submission for this post.ePortfolio submission for this post.  

1818

ePortfolio AssessmentePortfolio Assessment

• Three eportfolio entries Three eportfolio entries – Entry 1 Entry 1 formativeformative (end week 8) (end week 8) – Entries 2&3 (end swotvac) 20%Entries 2&3 (end swotvac) 20%

Pass/fail assessmentPass/fail assessment

Assessment criteriaAssessment criteria

ReflectionReflection– 4Rs of Reflective Writing4Rs of Reflective Writing

Reporting and respondingReporting and responding

RelatingRelating

ReasoningReasoning

ReconstructingReconstructing– Bain, J., Ballantyne, R., Packer, J., and Mills, C. (1999). Using journal writing to enhance student teachers’ Bain, J., Ballantyne, R., Packer, J., and Mills, C. (1999). Using journal writing to enhance student teachers’

reflectivity during field experience placements. reflectivity during field experience placements. Teachers and Teaching, 5(1), 51-Teachers and Teaching, 5(1), 51-73.73.

– Carrington, S. and Selva, G. (2010). Critical social theory and transformative learning: evidence in pre-Carrington, S. and Selva, G. (2010). Critical social theory and transformative learning: evidence in pre-service teachers' service-learning reflection logs. service teachers' service-learning reflection logs. Higher Education Research & Development, 29(1), 45-57.Higher Education Research & Development, 29(1), 45-57.

Presentation in ePortfolioPresentation in ePortfolio

Reflection upon experienceReflection upon experienceSatisfactory evidence of knowledge and understanding of prescribed online Satisfactory evidence of knowledge and understanding of prescribed online resources relating to reflective practice and satisfactory application of these resources relating to reflective practice and satisfactory application of these

principles to your ePortfolioprinciples to your ePortfolio submission. You have satisfactorily submission. You have satisfactorily reflected on your experience and your reflection is satisfactorily reflected on your experience and your reflection is satisfactorily linked to your experience. 4linked to your experience. 4Rs of Reflective Writing:Rs of Reflective Writing:

– a) Reporting and Responding: Satisfactory identification, description and analysis of key aspects of a) Reporting and Responding: Satisfactory identification, description and analysis of key aspects of an incident or experience during your studies in this unit and/or while working on your workplace an incident or experience during your studies in this unit and/or while working on your workplace project in your team. What happened or what was the issue or incident involved? Why is it project in your team. What happened or what was the issue or incident involved? Why is it relevant? Respond to this incident or issue by making observations, expressing your opinion or relevant? Respond to this incident or issue by making observations, expressing your opinion or asking questions. asking questions.

– b) Relating: Satisfactory attempt at relating or making a connection between the incident or issue b) Relating: Satisfactory attempt at relating or making a connection between the incident or issue and your own skills, professional experience or discipline knowledge. Have you seen this before? and your own skills, professional experience or discipline knowledge. Have you seen this before? Were the conditions the same or different? Do you have the skills and knowledge to deal with this?Were the conditions the same or different? Do you have the skills and knowledge to deal with this?

– c) Reasoning: Satisfactorily highlighting in detail significant factors underlying the incident or issue. c) Reasoning: Satisfactorily highlighting in detail significant factors underlying the incident or issue. Show why they are important to an understanding of the incident or issue. Refer to relevant theory Show why they are important to an understanding of the incident or issue. Refer to relevant theory and literature to support your reasoning. Consider different perspectives. and literature to support your reasoning. Consider different perspectives.

– d ) Reconstructing: Reframe or reconstruct future practice or professional understanding. How d ) Reconstructing: Reframe or reconstruct future practice or professional understanding. How would I deal with this next time? What might work and why? Are there different options? What would I deal with this next time? What might work and why? Are there different options? What might happen if...? Are my ideas supported by theory? Evidence of planning for future actions. might happen if...? Are my ideas supported by theory? Evidence of planning for future actions.

Presentation in ePortfolioPresentation in ePortfolio

The structure of your ePortfolio entry satisfactorily complies with The structure of your ePortfolio entry satisfactorily complies with requirements of form, including maximum word/character length. requirements of form, including maximum word/character length.

ePortfolio entry shows that you have read and considered the online ePortfolio entry shows that you have read and considered the online resources relating to ePortfolio. A copy of the certificate showing resources relating to ePortfolio. A copy of the certificate showing that you have completed the Using the ePorfolio online module is that you have completed the Using the ePorfolio online module is included with your submission of ePortfolio entries for assessment. included with your submission of ePortfolio entries for assessment.

Your ePortfolio entry is satisfactorily presented and sufficiently Your ePortfolio entry is satisfactorily presented and sufficiently professional. professional.

Your description and reflection on your experience is sufficiently Your description and reflection on your experience is sufficiently coherent. coherent.

Written communication skills are of a satisfactory standard, though Written communication skills are of a satisfactory standard, though mistakes in spelling, grammar or use of language indicate lack of mistakes in spelling, grammar or use of language indicate lack of thorough proofreading. thorough proofreading.

Unit evaluation data:Unit evaluation data:lessons learntlessons learnt

Evaluation Methods Evaluation Methods

University wide LEX unit survey & analysis of written University wide LEX unit survey & analysis of written commentscommentsUnit specific survey instruments administered online on Unit specific survey instruments administered online on LWB422 Blackboard site LWB422 Blackboard site – unit administration, content, structure, assessmentunit administration, content, structure, assessment– ICT including Blackboard, Sharepoint and other technologiesICT including Blackboard, Sharepoint and other technologies

Emerging themes from student reflections on online Emerging themes from student reflections on online discussion forumsdiscussion forumsDirect student feedback during semester Direct student feedback during semester – Student emailsStudent emails– Discussions with supervisorsDiscussions with supervisors– Discussions with unit coordinatorDiscussions with unit coordinator

Feedback from workplace supervisorsFeedback from workplace supervisorsStudent Focus GroupsStudent Focus Groups

2424

Lessons learntLessons learnt

Teaching & learning supportTeaching & learning support– Unit materials Unit materials

Online instructions & guidelines Online instructions & guidelines Explain nature, purpose and relevance of reflection Explain nature, purpose and relevance of reflection

– Fostering life long learning, developing critical thinking, drawing Fostering life long learning, developing critical thinking, drawing on evidence to plan for the future and improve future practice on evidence to plan for the future and improve future practice

– Online ePortfolio resourcesOnline ePortfolio resourcesTip sheets and handbooksTip sheets and handbooksOnline eportfolio moduleOnline eportfolio module

Despite digital native status, students need specific Despite digital native status, students need specific ICT training and support ICT training and support

early planning, access testing, resources, training for all early planning, access testing, resources, training for all participants, dedicated IT supportparticipants, dedicated IT support

Lessons learnt cont...Lessons learnt cont...

– Moving students from describing experiences to deep, Moving students from describing experiences to deep, critical reflectioncritical reflection

Critical thinking and reflection must be scaffolded explicitly Critical thinking and reflection must be scaffolded explicitly through pedagogythrough pedagogyFocus on documenting development of relevant Focus on documenting development of relevant employability skills rather than describing specific tasks employability skills rather than describing specific tasks Encourage use of frameworks eg 4Rs framework for more Encourage use of frameworks eg 4Rs framework for more structured approach to reflection structured approach to reflection Provide exemplars of e-portfolio entries Provide exemplars of e-portfolio entries

– ALTC Grant: Developing a systematic cross faculty ALTC Grant: Developing a systematic cross faculty approach to teaching & assessing reflective writing in approach to teaching & assessing reflective writing in higher education higher education (Mary Ryan, M Ryan, S Carrington, N Bahr, (Mary Ryan, M Ryan, S Carrington, N Bahr, M Shirley, T Cockburn, R Nash, I Larkin, C Collis) M Shirley, T Cockburn, R Nash, I Larkin, C Collis)

QUT: education, law, creative industries, healthQUT: education, law, creative industries, health

Lessons learnt cont...Lessons learnt cont...

– Assessing reflectionAssessing reflectionDetailed criteria sheets Detailed criteria sheets

– More explicitly link to 4Rs framework for reflection to More explicitly link to 4Rs framework for reflection to provide structure for reflections and highlight importance provide structure for reflections and highlight importance of developing skills of developing skills

Importance of formative ePortfolio entry and Importance of formative ePortfolio entry and feedback from ePortfolio team prior to submission feedback from ePortfolio team prior to submission of the assessable entriesof the assessable entries

– Technical support Technical support – Reflective writing skillsReflective writing skills

Student CommentStudent Comment

– ““The Flexible learning environment …suits my The Flexible learning environment …suits my learning style and fits very well with my “multitude” of learning style and fits very well with my “multitude” of other responsibilities. The Assessment (with the other responsibilities. The Assessment (with the obvious absence of high stress “formal exams”) was obvious absence of high stress “formal exams”) was also more suited to allow for my capabilities to be also more suited to allow for my capabilities to be more accurately measured. The opportunity to learn more accurately measured. The opportunity to learn relevant new contemporary skills (ePortfolio) and relevant new contemporary skills (ePortfolio) and access to materials (eTutorials) designed to solidify access to materials (eTutorials) designed to solidify levels of existing knowledge and identify new areas levels of existing knowledge and identify new areas for later exploration (online collaboration), all in one for later exploration (online collaboration), all in one workspace…I believe to have been previously workspace…I believe to have been previously unequalled in my studies to date.”unequalled in my studies to date.”

Student comment:Student comment:

The most significant lesson I learnt this semester The most significant lesson I learnt this semester in this unit was learning to be more aware of my in this unit was learning to be more aware of my approaches to certain areas of work, allowing me approaches to certain areas of work, allowing me to evaluate and develop better methods. I say this to evaluate and develop better methods. I say this because for the area of law I was researching, because for the area of law I was researching, given its novelty and the differing issues it given its novelty and the differing issues it involved, initially I found my usual research involved, initially I found my usual research methods (for usual law assignments) to be methods (for usual law assignments) to be inefficient and thus I had to examine different inefficient and thus I had to examine different kinds of sources until I found the right method for kinds of sources until I found the right method for the task.the task.

Student Comment:Student Comment:

Advice for future students: Advice for future students:

““Consider the whole way through what you Consider the whole way through what you are getting out of the project – like any are getting out of the project – like any work experience, this should be able to get work experience, this should be able to get put on your resume and work for you, so put on your resume and work for you, so the more reflective you are throughout the the more reflective you are throughout the more you will achieve from the project.” more you will achieve from the project.”

3030

Challenges for the futureChallenges for the future

Increase placement opportunities and student participationIncrease placement opportunities and student participation– Subsequent years Subsequent years

Retention of existing workplace supervisors with increased capacity Retention of existing workplace supervisors with increased capacity Incremental inclusion and training of new workplaces and supervisors Incremental inclusion and training of new workplaces and supervisors representing diverse law graduate destinations, including international representing diverse law graduate destinations, including international and social justice placementsand social justice placements

Retention of experienced academic staff and building Retention of experienced academic staff and building teaching team (recruitment and training of additional teaching team (recruitment and training of additional academic staff team members, including sessional staff)academic staff team members, including sessional staff)Marketing of opportunity to students to increase enrolmentsMarketing of opportunity to students to increase enrolmentsMarketing to profession and industry to increase workplace Marketing to profession and industry to increase workplace supervisor poolsupervisor poolResource and academic staff workload considerations Resource and academic staff workload considerations

Concluding CommentConcluding Comment

““Legal educators must be prepared and able to educate Legal educators must be prepared and able to educate tomorrow’s lawyers who will work in law offices which will tomorrow’s lawyers who will work in law offices which will operate in a dramatically different environment than that operate in a dramatically different environment than that which exists in the majority of today’s organisations … which exists in the majority of today’s organisations … Australian legal education should showcase technology, Australian legal education should showcase technology, train students and professionals in the use of technology train students and professionals in the use of technology and promote  multi-disciplinary research on how and promote  multi-disciplinary research on how technology and the law fit together from a social and technology and the law fit together from a social and legal perspective.” legal perspective.”

Macrae, M. 2001. Academic leader calls for action. Macrae, M. 2001. Academic leader calls for action. E.Law PracticeE.Law Practice (8):21-24, interview with Eugene Clark (8):21-24, interview with Eugene Clark

  

3232

Feedback and comments Feedback and comments welcome:welcome:

Melinda ShirleyMelinda Shirley

Tina CockburnTina CockburnQueensland University of TechnologyQueensland University of Technology

Email: Email:

m.shirley@qut.edu.au

t.cockburn@qut.edu.au