1 of 16

Authentic, personalised and programmatic: (Re)considering deliberate design for ePortfolios

Kate Mitchell, Jo Elliott and Shari Bowker

University of Melbourne, Deakin University, University of Queensland

@katevideo

@Dr_JoElliott

@shari_bowker

2 of 16

ePortfolios benefit learning and engagement

However, ePortfolio practice:

has greatest benefit when embedded programme- and institution-wide
tends to be fragmented
relies on the efforts of individuals
rarely develops beyond the pilot stage

3 of 16

Time to have your say

4 of 16

5 of 16

Challenges for building ePortfolio practice

Requires pedagogical shift
Complex technology
Institutional silos
Misconceptions of the purpose and benefits of ePortfolios
Time and resourcing constraints

Photo by Vince Fleming on Unsplash

6 of 16

Opportunities for building ePortfolio practice

Learning design frameworks and mapping
Programmatic design of learning and assessment
Build iteratively and sustainably
Foster co-design and collaboration
Build capacity within individuals and teams

7 of 16

Journey map

8 of 16

Journey map

9 of 16

ePortfolio process

10 of 16

Iterative, connected assessment activities in an IT course

11 of 16

Key strategies required for ePortfolio design

Curriculum mapping and backwards design approaches

Journey mapping tools

Guiding assessment principles (frameworks or models)
Planning callbacks and feedback/feedforward cycles
Designing iterative, connected learning activities and assessment tasks

12 of 16

Discussion

How do you build and support ePortfolio practice?

What strategies and approaches can you recommend?

13 of 16

Conclusion

Building and sustaining ePortfolio practice is a complex challenge
But it offers immense benefits for student learning and engagement are huge
Universities and teachers are seeking new approaches to teaching and learning