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Maintaining your evidence in learning. Life long learning record. Portfolios. The portfolio is a collection of student’s work that is purposefully performed to provide evidence of the student’s efforts, progress or achievement in a given area or areas. This bundle of evidence must include the student participation in the selection of the contents, the guidelines for selection, and the criteria for judging merit, and evidence of student self-reflection
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E-portfolio for healthcare education
learners take control
Vaikunthan Rajaratnam
e portfolios [email protected]
At the end of this presentation you should
• Understand the role of portfolios in a learners educational journey• Be able to design and develop a learners personal e portfolio• Be able to use Evernote to develop and deploy a portfolio
e portfolios [email protected]
Defining• collection of student’s work • that is purposefully performed • to provide evidence of the student’s learning• bundle of evidence • student participation in the selection of the
contents• clear guidelines for selection, and rubrics for
assessment
Tochel, C., Haig, A., Hesketh, A., Cadzow, A., Beggs, K., Colthart, I., & Peacock, H. (2009a). The effectiveness of portfolios for post-graduate assessment and education: BEME Guide No 12. Medical Teacher, 31(4), 299–318. doi:10.1080/01421590902883056
e portfolios [email protected]
Portfolio development
• Collection: artifacts that represent learning.
• Selection: review and evaluate the artifacts and identify those that demonstrate achievement
• Reflection: reflective practitioners • Projection: compare to the
standards • Presentation: share their portfolio
e portfolios [email protected]
Drive for e portfolio
• student-centered active learning• the dynamism of digital
communication• increased accountability in
higher education • Increasing fluidity in
employment and education
Eynon, B., Gambino, L. M., & Török, J. (2014). Completion, Quality, and Change: The Difference E-Portfolios Make. Peer Review, 16(1), 1–11.
e portfolios [email protected]
The growing body of research in e portfolio and the impetus from the Association for Authentic Experiential and Evidence based learning(AAEBL) has placed pressure … for path of the portfolio as an evidence of learning
Kahn, S. (2014). E-Portfolios: A Look at Where We’ve Been, Where We Are Now, and Where We’re (Possibly) Going. Peer Review, 16(1), 1–6.
e portfolios [email protected]
E-portfolios provides an environment in which students/trainees/knowledge
worker can collect, select, reflect upon, build, and publish a digital archive of
their activity work
Van Tartwijk, J., & Driessen, E. W. (2009). Portfolios for assessment and learning: AMEE Guide no. 45. Medical Teacher, 31(9), 790–801.
e portfolios [email protected]
Artefacts
• Topical collection of artefactsis useful for those who are subject matter The disadvantage is this – not show evidence of development and growth that is occurred
• Temporal collection of artefactsshowing the individuals growth as a learner. a measure of lifelong learning , to show reflection in practice. Con - does not have a theme, and may not how the learner has developed. • Developmental collection of artefacts advancement and development of the learner over period of time.. Its usefulness is mainly in the form of communication between a teacher and a student
e portfolios [email protected]
Domains of medical competencies
• Knowledge, skills and performance
• Safety and quality• Communication, partnership and teamwork
• Maintaining trust
• Patient Care• Medical Knowledge• Practice Based Learning
and Improvement• Systems Based Practice• Professionalism• Interpersonal Skills and
Communication
e portfolios [email protected]
Structure for e portfolio• Introduction• Brief Bio data• Reflective essay on purpose of the portfolio• Resume• Educational Certificates• Courses/training workshops attended and reflections• Achievements – academic, clinical, innovation, research and teaching• Log book of procedures• Work based assessments• 360/multi source feedback• Compliments/complaints and undesirable outcomes with reflections• Aspiration and Personal Development Plan
e portfolios [email protected]
Requirements for e portfolios in healthcare
• Assessment against specified learning objectives.
• Record clinical observations and practice.
• Map clinical observations with clinical skills.
• Help student analyse patterns in their own learning.
• To measure against state-based standards.
• To support reflective practice.
Toro-Troconis, Maria, Ms, and Ashish Toro-Troconis(2009). "E-PORTFOLIOS EVALUATION REPORT." Http://www1.imperial.ac.uk/resources/E02C5058-A25E-4002-AAB1-A1588C364849/. Imperial College, retrieved 1 June 2014.
e portfolios [email protected]
Technical requirements for e portfolios
• Value-added to student learning. • Infrastructure costs: integration,
sustainability (cost-effectiveness). • Maintenance and support costs. • Ease of use • Choice of back-end technology and tools. • Ownership of the artefacts and final product. • How the data will be managed and user-
support required• Setup, maintenance and upgrade costs
e portfolios [email protected]
Able to record and store the following
• Actual marks/grades• Detailed tabulation of practical training/clinical
skills etc. against a matrix. • Reflective work (e.g. blogs, comments on
assessments, responses to peer mentor, or faculty reviews).
• Presentation of particular achievements, e.g. graphic designs, artwork, creative writing.
• Video/audio of student-patient interactions with reflective commentary.
• Peer reviews of joint projects. • Faculty feedback on any of the above.
e portfolios [email protected]
Portfolio
• allows for formative assessment
• over an extended period of time
• showing evidence of deep learning and
• behaviour of self-directed • lifelong learning. • provision of evidence by
reflecting upon the learning
Kitchen, M. (2012). Junior doctors’ guide to portfolio learning and building. Clinical Teacher, 9(5), 308.
e portfolios [email protected]
Using PortfoliosPortfolios used for Assessment of Learning Portfolios that support Assessment for Learning
Purpose of portfolio prescribed by institution Purpose of portfolio agreed upon with learner
Artifacts mandated by institution to determine outcomes of instruction
Artifacts selected by learner to tell the story of their learning
Portfolio usually developed at the end of a class, term or program - time limited
Portfolio maintained on an ongoing basis throughout the class, term or program - time flexible
Portfolio and/or artifacts usually "scored" based on a rubric and quantitative data is collected for external audiences
Portfolio and artifacts reviewed with learner and used to provide feedback to improve learning
Portfolio is usually structured around a set of outcomes, goals or standards
Portfolio organization is determined by learner or negotiated with mentor/advisor/teacher
Sometimes used to make high stakes decisions Rarely used for high stakes decisions
Summative - what has been learned to date? (Past to present)
Formative - what are the learning needs in the future? (Present to future)
Requires Extrinsic motivation Fosters Intrinsic motivation - engages the learner
Audience: external - little choice Audience: learner, family, friends - learner can choose
Revised March 28, 2007 - ©2006, Helen C. Barrett, Ph.D.
e portfolios [email protected]
Challengesconsiderable practical difficulties in maintaining and implementing the key portfolio in a busy clinical setting and explain the persisting negative perception of e-portfolios among junior doctors in the United Kingdom
Vance, G., Williamson, A., Frearson, R., O’Connor, N., Davison, J., Steele, C., & Burford, B. (2013). Evaluation of an established learning portfolio. Clinical Teacher, 10(1), 21.
e portfolios [email protected]
e portfolios [email protected]
What is it
• a note taking app that • stores them in ‘the cloud’ • and syncs them to all devices • can take audio, photo or text notes, or a
combination of all 3.• take clippings from the web and save them
automatically
e portfolios [email protected]
Review
PROS• Effortless solution to note-taking
and -syncing. • Some of the best search outside
Google. • Adjustable user interface. • Simple and well-balanced design. • Superb features.
CONS• Design lacks
individuality. • Reminders feature
in Web version only• has one notification
setting (email daily digest).
e portfolios [email protected]
Summary
The Web-based version of Evernote, the best note-taking and organizational program you'll find, delivers on its promise to make the information you need available to you anywhere. Reminders, nested notebooks, and other great features make this one killer Web app
e portfolios [email protected]
Potential for educators
• Easily Capture and Store notes, photos, audio of learner performance
• Create Checklists to record progress , achievements etc.;• Recording work based assessment - e.g. Direct Observation of
Procedures • Displaying student work• Document reflections
e portfolios [email protected]
Getting Started
• Go to http://evernote.com/download/ • Installing the Evernote Desktop Client• Install Evernote for mobile from app site• Creating your Evernote User Account• Evernote Sync• Saving Web Content• Setting Reminders
e portfolios [email protected]
Get a copy free at this link .Click Save to EvernoteYou will need Evernote installed on your desktop
e portfolios [email protected]
• Bass, R. (2014). The Next Whole Thing in Higher Education. Peer Review, 16(1), 1–2.• Chen, M.-Y., Mou-Te Chang, F., Chen, C.-C., Huang, M.-J., & Chen, J.-W. (2012). Why do individuals
use e-portfolios? Educational Technology & Society, 15(4), 114–125.• Clark, J. E., & Eynon, B. (2009). E-portfolios at 2.0-Surveying the Field. Peer Review, 11(1), 18–23.• ePortfolios | Towards Open Education. (n.d.). Retrieved from
http://bcopened.org/resources/eportfolios/• Eynon, B., Gambino, L. M., & Török, J. (2014). Completion, Quality, and Change: The Difference E-
Portfolios Make. Peer Review, 16(1), 1–11.• Kahn, S. (2014). E-Portfolios: A Look at Where We’ve Been, Where We Are Now, and Where We’re
(Possibly) Going. Peer Review, 16(1), 1–6.• Kitchen, M. (2012). Junior doctors’ guide to portfolio learning and building. Clinical Teacher, 9(5),
308.• Tochel, C., Haig, A., Hesketh, A., Cadzow, A., Beggs, K., Colthart, I., & Peacock, H. (2009a). The
effectiveness of portfolios for post-graduate assessment and education: BEME Guide No 12. Medical Teacher, 31(4), 299–318. doi:10.1080/01421590902883056
• Tochel, C., Haig, A., Hesketh, A., Cadzow, A., Beggs, K., Colthart, I., & Peacock, H. (2009b). The effectiveness of portfolios for post-graduate assessment and education: BEME Guide No 12. Medical Teacher, 31(4), 299–318. doi:10.1080/01421590902883056
• Toro-Troconis, Maria, Ms, and Ashish Toro-Troconis(2009). "E-PORTFOLIOS EVALUATION REPORT." Http://www1.imperial.ac.uk/resources/E02C5058-A25E-4002-AAB1-A1588C364849/. Imperial College, retrieved 1 June 2014.
• Van Tartwijk, J., & Driessen, E. W. (2009). Portfolios for assessment and learning: AMEE Guide no. 45. Medical Teacher, 31(9), 790–801. doi:10.1080/01421590903139201
• Vance, G., Williamson, A., Frearson, R., O’Connor, N., Davison, J., Steele, C., & Burford, B. (2013). Evaluation of an established learning portfolio. Clinical Teacher, 10(1), 21.