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Speech pathology students responses to ePortfolios Abigail Lewis - - PowerPoint PPT Presentation
Speech pathology students responses to ePortfolios Abigail Lewis - - PowerPoint PPT Presentation
Speech pathology students responses to ePortfolios Abigail Lewis Psychology and Social Science Edith Cowan University What is an ePortfolio? an electronically stored collection (or archive) of a students experiences, achievements
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Why use ePortfolio?
- Develop holistic overview of learning/experiences
beyond individual subjects
- Understand learning & experience in terms of
graduate attributes and [competencies]
- Extract evidence to represent learning and
achievements
- Identify skills gaps through review of and reflection
- n their ePortfolio content.
- Plan and set personal development targets.
Australian ePortfolio Project, 2009
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Background
- ePortfolios widely in HE, evidence of their
value is still limited (Buckley et al., 2009)
- Speech Pathology use is new (Lewis &
Strampel, 2014)
- At ECU ePortfolio embedded across 4
years of course since 2010
- Student responses collected in 2012 and
again in 2014
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ePortfolio design 2010-2012
- Template developed, information embedded,
in BlackBoard (MyExpo)
– Section A: Reflections on my learning – Section B: My development of competency – Section C: My records
- Ongoing tweaking based on feedback
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ePortfolio design 2012-2015
- Change to Pebble+ as platform
- From 2013 using workbooks each
semester as template
- Continues to have reflections, evidence of
competency and records of practicum
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What changed 2012 - 2014?
- Platform
- Templates
- Tasks
- Link to future
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Aims
- Investigate students’ perceptions of using
an ePortfolio across a course
- Investigate changes in students’
perceptions across years and across time points (2012, 2014)
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Submissions
Year Assignment Mark 1st year S2
- substantial workbook - 11 competencies
upload 4 pieces evidence
- reflections (including philosophy)
- goal setting
60% 2nd year S1 & S2 • short workbook
- Introduction & reflection
- 2-4 pieces of evidence
- goal setting
10% 3rd year S1 & S2 • workbook with introduction
- reflections
- 4 pieces of evidence
- goal setting
Pass/Fail 4th year S1 & S2 • substantial workbook - video introduction
- 11 competencies evidence all caseloads
- reflections
- goal setting
Pass/Fail
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Methodology
- Questionnaires in Qualtrics to 2nd, 3rd and
4th years July 2012, 1st years Nov 2012
- Focus groups 2nd, 3rd and 4th yrs August
to October 2012
- Staff interviewed Nov 2012
- Roll out Pebble+ to 1st, 2nd and 3rd years
August 2012 onwards
- Questionnaires & focus groups repeated
late 2014 all cohorts
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Questionnaires
- Bio data – age, yrs at uni
- Technology – how comfortable, confident
- 5 point Likert scale for 30 statements:
– Technology – Support and training – Engagement – Educational value – Reflection – Development of skills – Records – Future career
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Results - Response rates
Year 2012 # (%) 2014 # (%) 1st 11/28 (39) 10/32 (31) 2nd 6/14 (43) 16/32 (50) 3rd 11/24 (46) 11/20 (55) 4th 8/15 (53) 7/13 (54) Total 36/81 (44) 44/97 (45)
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Bio data
Year 2012 2014 1st year 2.27 2.6 2nd year 3.0 3.19 3rd year 3.64 4.09 4th year 4.0 5.0
Majority 18-25 years Spread 18 years to 40 + Years at university:
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Use of technology
Year Comfortable 2012 2014 Confident 2012 2014 1st year 2.27 2.2 2.27 2.2 2nd year 2.17 2.25 2 2.19 3rd year 2.18 1.82 2.45 1.64 4th year 2.25 4.0 2.25 2.0
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Overall results
0.5 1 1.5 2 2.5 3 3.5 4 4.5 5
Technology Support and Training Engagement Educational Value Reflections Development
- f skills
Records Future
2012 2014
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First years
0.5 1 1.5 2 2.5 3 3.5 4 4.5 5
Technology Support and Training Engagement Educational Value Reflections Development of skills Records Future
2012 2014
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Second years
0.5 1 1.5 2 2.5 3 3.5 4 4.5 5
Technology Support and Training Engagement Educational Value Reflections Development
- f skills
Records Future
2012 2014
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Third years
0.5 1 1.5 2 2.5 3 3.5 4 4.5 5
Technology Support and Training Engagement Educational Value Reflections Development
- f skills
Records Future
2012 2014
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Fourth years
0.5 1 1.5 2 2.5 3 3.5 4 4.5 5
Technology Support and Training Engagement Educational Value Reflections Development
- f skills
Records Future
2012 2014
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ePortfolio involves excessive work
0.5 1 1.5 2 2.5 3 3.5 4 4.5 5 1st 2nd 3rd 4th 2012 2014
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2012 results
- used the ePortfolio as an organisational
tool & to set goals
- found it too time-consuming and
seemingly unrelated to their future practice (Lewis & Strampel, 2014).
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2014 results
- different platform easier to navigate, use,
understand
- higher ratings for value, usefulness, and
the ability to focus on their training and achieve learning objectives
- saw how the ePortfolio useful in applying
for jobs and future career
- more comments on learning, reflecting,
competencies
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Longitudinal:1st to 3rd year
0.5 1 1.5 2 2.5 3 3.5 4 4.5 5
Technology Support and Training Engagement Educational Value Reflections Development
- f skills
Records Future
1st year 2012 3rd year 2014
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Longitudinal: 2nd to 4th year
0.5 1 1.5 2 2.5 3 3.5 4 4.5 5
Technology Support and Training Engagement Educational Value Reflections Development
- f skills
Records Future
2nd year 2012 4th year 2014
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Application
- Platform – matches task, user friendly,
flexible, allow creativity, no glitches, easy to organise and format, exportable, share with employers
- Support and training (compulsory?) – mini
videos, tutes, handouts, tip sheets, FAQ, manual, clear, concise, repeated, at right time, keep explaining value & relevance
- Peer support/training
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Application continued
- Graded complexity and workload across
years, not one fixed template, relevant to current level
- Link to future – right from 1st year using
graduate reports, showing use in applying for jobs, lifelong learning, ongoing accreditation
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Next steps
- Strengthen links across units, across
semesters, across years – more tasks in ePortfolio
- Follow a cohort over time – questionnaires
and focus groups
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Preparing my submissions each semester has forced me to think about how to make what I am learning concrete - putting feelings into words, putting names to problematic and successful aspects of my experiences over the semester, and having to decide on what evidence matches and how. Sometimes, by deciding on a piece of evidence and reviewing it, I have discovered what I 'really' learnt
- ver and above what I thought I learnt, for
instance, in administering a treatment plan on
- prac. 3rd year, 2014
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