Natasha Boskic, Kele Fleming,

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Reflection in Practice e-Portfolios Student
Learning

• Natasha Boskic, Kele Fleming,
• Gabriella Minnes Brandes,
• Valeria Verpiot
• UBCs e-Portfolio Community of Practice

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UBCs Approach

• A campus-wide initiative that investigates the
  pedagogical benefits resource implications of
  implementing e-portfolios for multiple purposes
  contexts (course, program, personal)

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The BC Provincial Context
http//www.bced.gov.bc.ca/graduation/portfolio/
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The UBC Context
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Project Objectives - Year 3

• Deepen student involvement in events
• Support ongoing new pilot projects
• Develop more deeply engage our Community of
  Practice (CoP)

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Project Objectives - Year 3

• Link ongoing research with campus initiatives
• Identify software interoperability issues
• Develop a long-term technology support model

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New Pilots - Year 3

• English - two 3rd year writing courses offered
  completely online
• International Peer Program - engages over 200
  international students and 200 returning UBC
  students in an exchange of intercultural dialogue
• Medicine - a means of looking at students
  attitudes towards learning
• Pathology - incorporate an e-portfolio process
  that students employ when working through
  infectious disease cases

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Questions Addressed

• Do e-Portfolios address the pedagogical or
  personal development needs of projects?
• Within a complex, decentralized environment, how
  can a university-wide initiative be managed
  supported?
• What are the support and resource requirements of
  an enterprise application?

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What is an e-Portfolio?

• Fundamentally learner-centred
• A way to understand your work and learning
  through self-reflection and assessment
• A life-long learning tool for personal
  development career advancement

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5 Stages of Folio Thinking

• Collect ? Reflect ? Evaluate ? Select ? Present
• ?
• e-Portfolios are personalized, online collections
  of work, responses to work and reflections that
  are used to demonstrate key skills and
  accomplishments for a variety of contexts and
  time periods.

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Undergraduate Student
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Undergraduate Student
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Graduate Student
http//www.bjornthomson.ca
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Reflective Exercise Part 1

• First exercise (5 minutes)
• Write a short essay on a writing task you found
  difficult
• Open MS Word
• Write a short essay
• Save essay as ESSAY 1 in the folder My
  Documents

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Reflective Exercise Part 2

• Second exercise (5 minutes)
• Write a short essay on a difficult teaching time
• Open new document in MS Word
• Write a short essay
• Save essay as ESSAY 2 in the folder My Documents

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Reflective Exercise Part 3

• Third exercise (5 minutes)
• Create a table of contents for your e-Portfolio
• Open new document in MS Word
• Create a table of contents
• Create hyperlinks to the two essays you have
  created
• Highlight the word you want to hyperlink
• Click on Insert and then select hyperlink or
  click on the insert hyperlink icon directly
• Click on file to browse for file
• Go to My documents
• Select essay1 or essay2
• Click okay
• Click okay
• Include Clip Arts
• Click on Insert, then select picture, and
  then ClipArt
• Save document as TABLE OF CONTENT in My
  Documents

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MET Master in Educational Technology(10
courses - 30 credits)
Designed for educational administrators at all
levels and in diverse contexts, K-12 teachers,
college and university educators, adult educators
and course designers.
ETEC 590 (3) Graduating Project This course is an
elective in the MET program, designed for
students who wish to meet the requirements of the
Teacher Qualification Services in the Province of
British Columbia for a  'capstone research
experience' in their program. The students
demonstrate their work and experience through the
construction of e-Portfolio.
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Step 7
Guided Tours - Showcase -
ePortfolio a process of construction and
reflection
Step 6
Peer and Instructor review of 3 artifacts (3x)
Step 5
First steps in construction
Step 4
Peer and instructor review
Step 3
Proposal
Step 2
Discussion of assessment
Step 1z
Analysis and critique
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Lingering Questions
What are the tensions of public and private
spaces on the web as those pertain to the
artifacts used?
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Time to Discuss Reflect!

Time to reflect!
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For Discussion

• How can e-portfolios become authentic ways to
  express and demonstrate students learning?
• What are the barriers within e-portfolios
  regarding authentic learning experiences?
• What elements of e-portfolios ought to be
  assessed?
• Who assesses e-portfolios and for what purpose?
  Self, peer, instructor, employer

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UBCs e-Portfolio Conference

• When ? November 3 4, 2005
• Where ? UBCs point Grey Campus
• More details available soon at
  www.elearning.ubc.ca/home/eportfolio/

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More Information

• UBCs e-Learning Website
• www.elearning.ubc.ca/home/eportfolio/
• UBCs e-Portfolio News Blog
• www.careo.elearning.ubc.ca/weblogs/e-portfolios/
• e-Portfolios_at_UBC Project Portfolio
• blogfolios.olt.ubc.ca/eportfolio/

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Contacts

• Kele Fleming
• Community of Practice Coordinator, Course
  Technologies
• kele.fleming_at_ubc.ca
• Natasha Boskic
• Educational Technology Manager, Education
• natasha.boskic_at_ubc.ca
• Gabriella Minnes Brandes
• Instructor, Curriculum Studies
• gabriella.minnes-brandes_at_ubc.ca
• Valeria Verpiot
• Project Mgr, Enrolment Services
• valeria.verpiot_at_ubc.ca