0"reflective

blog (Blogger)

Student learning

Learning technologies

Designing the Curriculum

Facilitation & Presentation

Assessment for learning

Standards-based

Assessment

Student Evaluation &

Feedback

Reflective practice (Brookfield)

Communities of practice (Wenger)

Integrative learning (Huber & Hutchings)

FULT

eportfolio

Submit: •  Exemplary

posts

•  Reflection on eportfolio experience

Contact:  Belinda  Allen,  Learning  and  Teaching  Unit,  UNSW  belinda@unsw.edu.au    h?p://research.unsw.edu.au/people/ms-­‐belinda-­‐allen    h?p://belindaallen.wordpress.com      

eportfolio in FULT    Par%cipants  in  the  blended  FoundaEons  of  University  Learning  and  Teaching  (FULT)  program  are  guided  to  set  up  a  ‘Blogger’  blog,  or  are  able  to  use  another  pla9orm  of  their  choice.  Over  the  month-­‐long  program  they  are  encouraged  to  make  several  posts  to  their  blog,  and  to  share  with  other  par%cipants  in  their  ‘learning  group’.  The  program  topics  on  which  they  are  asked  to  reflect  on  their  experience  and  learning  include:  

•  Student  learning  •  Learning  technologies  •  Designing  the  Curriculum    •  Facilita%on  &  Presenta%on  •  Assessment  for  learning  •  Standards  Based  Assessment    •  Student  Evalua%on  &  Feedback  

Finally  they  are  asked  to  select  and  submit  two  exemplary  posts,  and  to  reflect  on  the  experience  of  using  an  epor9olio.  

This  epor9olio  ac%vity  is  being  forma%vely  evaluated  with  the  inten%on  of  extending  epor9olio  ac%vi%es  into  the  Graduate  Cer%ficate  of  University  Learning  and  Teaching  (GCULT).  

A learning portfolios approach to academic development Belinda Allen, Learning and Teaching Unit, UNSW

Brew,  A.  and  Boud,  D.  (1996)  Preparing  for  new  academic  roles:  An  holis%c  approach  to  development,  Interna'onal  Journal  for  Academic  Development,  1:2,  17-­‐25.  Brookfield,  S.  (1995).  Becoming  a  cri'cally  reflec've  teacher.  (pp.  296).  Jossey-­‐Bass  Brown,  J.O.  (2002)  Know  Thyself:  The  Impact  of  Por9olio  Development  on  Adult  Learning.  Adult  Educa'on  Quarterly  2002  52:  228.  Huber,  M.T.  and  Hutchings,  P.  (2004).  Integra've  Learning:  Mapping  the  Terrain  (online).  Stanford  CA:  Associa%on  of  American  Colleges  and  Universi%es  and  the  

Carnegie  Founda%on  for  the  Advancement  of  Teaching.  Available  from:  hap://www.carnegiefounda%on.org/dynamic/publica%ons/mapping-­‐terrain.pdf    Klenowski,  V.,  Askew,  S.  and  Carnell,  E.  (2006)  Por9olios  for  learning,  assessment  and  professional  development  in  higher  educa%on.  Assessment  &  Evalua'on  in  

Higher  Educa'on.  Vol.  31,  No.  3,  June  2006,  pp.  267–286.  Wenger,  E.  (1998).  Communi'es  of  prac'ce:  Learning,  meaning,  and  iden'ty.  Cambridge:  Cambridge  University  Press.  

EPORTFOLIO

• Documents and artefacts selected for presentation

• Links between relevant resources,

discussions, groups and projects.

• Customised selections for different audiences

Communications eg • Blogs • Discussions • Presenting seminars • Audio/video recordings

Formal learning eg • Professional development

programs - outputs • Formal peer reviews

(publishing)

PEER REVIEW OF TEACHING

Portfolio of evidence for assessment

(study)

Shared views for friends and colleagues

(social)

Creative products • Ideas, proposals • Presentations, exhibitions • Published work

RESEARCH PRACTICE

Online career portfolio

(employment)

INTERNET COMMUNITY

PERSONAL WORK

Informal learning eg • Seminars/workshops outputs • Informal peer reviews • Reflections

TEACHING PRACTICE

SOURCES

EVIDENCE

PURPOSES

(context)

Project management (professional)

eportfolios in academic development  The  use  of  por9olios  for  learning  and  for  professional  prac%ce  in  crea%ve  disciplines  is  well-­‐established,  and  there  is  growing  momentum  for  use  of  epor9olios  to  integrate  learning  across  disciplines  in  a  range  of  educa%onal  contexts,  including  development  of  graduate  capabili%es  in  higher  educa%on.  But  teachers  who  are  not  crea%ve  prac%%oners  may  find  it  difficult  to  conceptualise  the  use  of  por9olios  in  learning.    At  the  same  %me,  academics  in  higher  educa%on  face  increasing  accountability  in  rela%on  to  teaching  ac%vi%es,  and  teaching  performance  is  now  an  important  factor  in  academic  promo%on.  This  has  led  to  a  burgeoning  of  professional  development  ac%vi%es  and  programs  for  teachers.    The  use  of  a  learning  por9olio  approach  to  integrate  teachers’  own  development  of  professional  capabili%es  can  help  them  to  integrate  their  learning,  develop  reflec%ve  prac%ce  (Brown,  2002)  and  provides  a  model  for  managing  por9olio-­‐oriented  learning  with  their  own  students  (Klenowski,  Askew  &  Carnell,  2006).    

eportfolios at UNSW  At  UNSW,  epor9olios  are  being  introduced  into  academic  development  programs,  ini%ally  through  the  use  of  a  reflec%ve  journal  in  blog  format.      

The  inten%on  is  to  both  provide  an  integrated  learning  experience  for  program  par%cipants,  to  familiarise  them  with  epor9olio  prac%ce,  and  to  provide  a  model  that  they  may  be  able  to  use  in  their  own  teaching  context.    

 

 

The  pedagogical  approaches  underpinning  the  program  design  include  reflec%ve  prac%ce  (Brookfield,  1995),  communi%es  of  prac%ce  (Wenger,  1998)  and  integra%ve  learning  (Huber  &  Hutchings,  2004)  –  all  of  which  can  be  supported  by  the  use  of  epor9olios  for  learning  (Brown,  2002;  Brew  &  Boud,  2006).    

Addi%onally,  for  accredited  programs,  e-­‐por9olios  provide  a  learner-­‐oriented  medium  for  ongoing  assessment.