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

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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 Accreditationdiannec@athabascau.ca

http://priorlearning.athabascau.ca/index.phpDr Evelyn Ellerman, Associate Professor

Communication Studies andSponsor of the e-Lab

evelyne@athabascau.ca