Enhancing Self-directed Learning Through Connecting a Workplace Management System and an ePortfolio Platform

Ali Dulfikar, University of Queensland         

Shari Bowker, University of Queensland         

Christine Slade, University of Queensland

Acknowledgement �of Country

The University of Queensland (UQ) acknowledges the Traditional Owners and their custodianship of the lands on which we meet.

We pay our respects to their Ancestors and their descendants, who continue cultural and spiritual connections to Country.

We recognise their valuable contributions to Australian and global society.

​

The Brisbane River pattern from A Guidance Through Time �by Casey Coolwell and Kyra Mancktelow.

Paper Authors and Presenters

Dr Dulfikar Ali

Clinical Associate Lecturer

Exercise Physiology

School of Human Movt. & Nutrition Sciences

​

Shari Bowker

Learning Designer (ePortfolios)

Institute for Teaching & Learning Innovation (ITaLI)

​

Dr Christine Slade

A/Professor in Higher Education

Institute for Teaching & Learning Innovation (ITaLI)

​

2023 Eportfolio Forum

Background

This case study is situated within:

• A Year 3 course and Year 4 capstone within a clinical exercise physiology program
• with 35 to 60 students - average
• at a large metropolitan university

Exercise Physiology Students

2023 Eportfolio Forum

Purpose of the case study

To demonstrates how two traditionally disconnected platforms, namely a placement management system and a commercial ePortfolio platform can be used to facilitate student progress towards SDL.

2023 Eportfolio Forum

Self- Directed Learning

What is Self-Directed Learning (SDL)?

‘Umbrella term’ for a suite of learning processes (Beckers et al., 2016)

2023 Eportfolio Forum

SDL enables students to:

• take ownership of diagnosing their needs
• develop appropriate goals and strategies
• acquire necessary resources, and
• evaluating their progress (Knowles, 1975)

​

Role of the Coach in SDL

Called 'complementary coaching’ which means giving feedback on past performance and feed forward on future performance (Becker et al. 2016.)  Feedback becomes dialogic so students have an active role in their learning  and self-evaluation of their performance.

Dr Dulfikar is the ‘coach’ who provides regular feedback to the students on their logbook entries.

2023 Eportfolio Forum

Role of ePortfolio Pedagogies

ePortfolio pedagogies such as iterative feedback, reflection and action help students build SDL skills over time…

especially when the professional learning outcomes needed for graduation are presented clearly as an integral part of this process.

​

2023 Eportfolio Forum

A new emerging view on clinical logbooks

New view

• To capture daily clinical practice and promote reflection on progress
• Ipsative feedback process (Malecka & Boud, 2021)
• Self-directed appraisal for quality
• Explicit links to professional attribute development, articulated and evidenced by students in the ePortfolio

Revitalised through feedback and connections to ePortfolio

Old view

• To satisfy accreditation requirements
• No feedback for learning
• No quality control
• Not linked to competency development

2023 Eportfolio Forum

Redesign of process

2023 Eportfolio Forum

The Pedagogical Cycle

Feedback connects logbooks to ePortfolio

2023 Eportfolio Forum

Logbooks run in parallel to the ePortfolio

This ongoing dialogue through the logbooks prepares the students to effectively engage in the assessment tasks in the commercial ePortfolio platform. 

Three key assessment items:

• The Professional Attributes self-assessment
• The Professional Attributes interim assessment, and 

3.    The Professional Attributes final assessment.

​

​

2023 Eportfolio Forum

Student self-assessment on 8 core competencies

2023 Eportfolio Forum

Student self-assessment after prompting to return to logbook

2023 Eportfolio Forum

Next steps…

Research Study

UQ Ethics approval – will invite students to participate in research project this summer semester

• Establish level of feedback literacy within 3^rd year exercise students
• Investigate their responses and actions with logbook feedback within their ePortfolio assessments
• Investigate students’ perceptions of their feedback literacy post-assessments
• Are students able to self-regulate their learning in their year 4 capstone?
• Can we remove the feedback scaffolds?

2023 Eportfolio Forum

Questions

Questions?

Shari Bowker @shari_bowker

Christine Slade @DrCSlade

​

References:

Beckers, J., Dolmans, D., & van Merrienboer, J. (2016). E-Portfolios enhancing students’ self-directed learning: A systematic review of influencing factors. Australasian Journal of Educational Technology, 32(2), 232-46.

Knowles, M. S. (1975). Self-directed learning: A guide for learners and teachers.

Malecka, B., & Boud, D. (2021). Fostering student motivation and engagement with feedback through ipsative processes. Teaching in Higher Education, 1–16. https://doi.org/10.1080/13562517.2021.1928061

​

​

CRICOS 00025B

CRICOS 00025B • TEQSA PRV12080