making success visible sam harris

Making Success Visible

Sam Harris

Learning Designer:

ePortfolio

• Faculty of Health & Behavioural Sciences

– Bachelor of Nursing

– Bachelor of Midwifery

– Bachelor of Nursing and Midwifery

– Master of Nursing Studies

– Master of Nurse Practitioner Studies

– Bachelor of Pharmacy (Honours)

– Graduate Certificate in Pharmacy Practice

– Master of Dietetics Studies

– Bachelor of Dental Science (Honours)

– Master of Speech Pathology Studies

– Master of Occupational Therapy Studies

– Master of Business Psychology

– Bachelor of Health, Sport & Physical Education

– Bachelor of Social Work

– Master of Social Work Studies

– Master of Psychology

– Bachelor of Speech Pathology Studies

• Faculty of Medicine

– Doctor of Medicine (Pilot)

– Bachelor of Health Sciences

• Faculty of Engineering, Architecture & Information

Technology

– Bachelor of Engineering (Honours)

– Master of Engineering: Professional Experience

Context: Current & Future ePortfolio programs

• Faculty of Business, Economics & Law

– Master of Business (MGTS7621 Career

Transition)

– Master of Tourism, Hospitality & Event

Management (TOUR7040 Professional

Experience)

• Faculty of Science

– Bachelor of Veterinary Science

– Bachelor of Veterinary Technology

– Bachelor of Equine Science

– Bachelor of Occupational Health & Safety

Science

• Faculty of Humanities & Social Sciences

– Bachelor of Arts (WRIT3613 Making History)

– Bachelor of Criminology & Criminal Justice

(Honours)

– Master of Teaching (Primary)

– Bachelor of Music (Honours)

• Advocating for “another platform”

• Teaching & Learning impact can be difficult to

make tangible

• Cutting through: How to make people care?

Making success visible: Defining the problem

• Quantitative Evidence – Data capture and

analysis

• Qualitative Evidence – Build a bank of

successful use cases

• Share the Success – Build a Community

Potential Solutions

Quantitative EvidenceAligning Assessment Criteria with Competencies/Outcomes

Courtesy of Ms Peta Winters-Chang

Run with Time Intervals by:

• Student to demonstrate individual progress over time

• Group to demonstrate cohort differences or (better yet),

impact of adjusted teaching and learning practices

Courtesy of Ms Peta Winters-Chang

Quantitative EvidenceAligning Assessment Criteria with Competencies/Outcomes

Quantitative EvidenceStudent-focused Outcome Tracking

Quantitative EvidenceEstablishing baseline of student performance

Courtesy of Dr Peter Moyle

Quantitative EvidenceAnalysis by Criteria

Courtesy of Dr Peter Moyle

Quantitative EvidenceAnalysis by Criteria by Assessor

Overall Cohort

Assessor D

Courtesy of Dr Peter Moyle

Qualitative EvidenceePortfolio Models of UseTrack Development

Tracks student performance across chosen performance indicators over

time. This can allow for student goal-setting and tracking (student-centred),

as well as effectively charting student progress against the Program learning

objectives, skills and competencies (teacher-centred).

Collaborate

Provides a platform for the creation of learning activities based

upon student collaborative production and peer assessment.

Reflect

Develops self- and peer-reflective practices within students. This

allows students to contextualise their work within their academic

and professional growth.

Showcase

Provides students with a means of presenting an array of

exemplary work. This can be used by the student after graduation

for professional accreditation, while seeking employment, and for

establishing an academic/professional identity.

Qualitative EvidenceTracking Development - Dietetics

Courtesy of Ms Cheryl Collins

Courtesy of Ms Cheryl Collins

Qualitative EvidenceTracking Development - Dietetics

Master of Teaching (Primary)

• Students use the ePortfolio to

demonstrate accreditation for

Education Queensland

• Guidance given in showing

evidence against the AITSL

standards framework

Qualitative EvidenceShowcase

Future Showcase directionUQ Employability Award

• Students use the ePortfolio to capture their extracurricular activities

towards the UQ Employability Award

• This embeds the UQ ePortfolio as a standard means of collecting

evidence around the broader student experience

• Teaching & Learning

Committees

• Video Case Studies

• Exemplar Materials

• ePortfolio Community of

Practice

Sharing the success

Sharing the successShowcase Exemplars

Created by Ms Jessica Tsai

Sharing the successePortfolio Community of Practice

Currently 32 members with ~15 active members

Mixture of Professional & Academic staff

Formal Purposes:

• Determining best practice across ePortfolio use

• Identifying new means of leveraging the tool for effective teaching and

learning

• Collaborative problem solving of implementation issues within Programs

and Courses

• Stewarding knowledge to ensure continuity of practice

Informal Purpose:

• A place to share and celebrate victories, commiserate over setbacks, swap

tips and resources, and chat off-the-record with those who are going

through a similar experience

• Advocating for “another platform”

– The “right tool for the right job”

– Demonstrate value not able to be shown otherwise

• Teaching & Learning impact can be difficult to make

tangible

– Quantitative data to demonstrate impact

– Qualitative case studies easily citable examples

• Cutting through: How to make people care?

– Exemplars to show what is possible

– Share stories of success with invested others

Answering the problem

Project Sponsor: Professor Sarah Roberts-Thomson

Project Managers: Tamara Pratt, Renee Golding & Greta Scott-Hunter

Project Team:

Jessica Tsai

Dr Sam McKenzie

Elizabeth Wardrop

Ailsa Dickie

Nathan La Burniy

Sam Harris

Project Team (Past & Present)