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Planned uses for #ePortfolios #mahara and related platforms in 2015 @UniCanberra

An update on 2014 adoption of ePortfolio practice and Mahara:

Unit: Law and Society (2014)

Unit Convenor: Caroline Doyle
Faculty: Business, Government and Law
Reason for adopting ePortfolio practice: 
A secure area for retention of reflective forum posts, due as an assessable item at the end of semester.
 

Planned: Bachelor of Screen Production (2014)

Bachelor of Screen Production (an APT course all units run out of Brisbane)
Course Convener (TAFE Brisbane): John Moss
Reason for adopting ePortfolio practice:
Establish reflective practice across the course using journaling via Mahara. Daily and/or weekly journal entries, students will reflect as they work, not retrospectively. Students follow a production schedule and one aspect students reflect on is how they go keeping to that schedule, what they did - repercussions from that, being critical of their own decisions. A What, So what, Now what type framework as used in Occupational Therapy.
 

Discipline of Design and Architecture (2014)

Andrew MacKenzie (Head of Discipline)
Faculty: Arts and Design
Reason for adopting e-Portfolio practice:
Head of Discipline for Design and Architecture wanting to migrate all students work ( studio 1st) onto Mahara. Intending to start a pilot project with the current 1st year students in 2015.
Traditionally students have received formative verbal feedback during the process of working on design projects, as well as summative verbal feedback for final pieces. Much of this process is not captured long term. E.g. verbal feedback given to students in a gallery may be lost unless recorded, and students take their finished physical creations home, or put their digital creations on a thumb drive or the cloud etc.
This pilot seeks to embed ePortfolio practice into the whole discipline such that students capture the progress of their work in ePortfolios where digital written and/or verbal feedback can also be given and captured. Teaching staff would like the students to be able to retain feedback as well as a digital representation of physical products, and also use these records themselves. For example, staff can use the record to see if students have incorporated feedback into the final design.  The pilot will also identify other benefits arising from the use and visibility of ePortfolios (eg moderation, student work across units, marketing, etc).
 

Planned used for 2015:

Planned: Teaching video Journalism in 2015

Convener(s)Dr Caroline Fisher
Course/Unit(s)Journalism
Faculty:  Faculty of Arts & Design
Reason(s) for adoptiong e-Portfolio practice:
The introduction of OneDrive [for storage] and the linking of Mahara [pages] to Moodle assessment will reduce the stress of using so many platforms at the moment.  A one stop shop is exactly what we need for teaching journalism in this multi-platform environment.
In addition students are dealing with big multimedia files and need somewhere to store and access them online. These video and audio files need to be embedded into textual stories so as to develop students capacity and skills to operate as contemporary journalists. As students are developing they need a private platform so that their content is not being published, allowing them to make mistakes privately.

Planned: Business Informatics Internship in 2015

Convener(s): Dale MacKrel
Course/Unit(s): Business Informatics Internship
Faculty:  BGL
Reason(s) for adoptiong e-Portfolio practice:
The aim is to develop a portfolio with a reflective component in this unit, with the idea that practice will filter though to other units. Students write journal entries when they are at work a few days a week, they look at what they have been learning to give them an opportunity to reflect on the theory/practice nexus. A final report is written at the end of the units and that can include themes and patterns that emerge from the journals. These themes help students to determine what path they want to take professionally but also identify gaps in knowledge or future directions for further study. Changes to curriculum have also been informed by student reflections. This will be a portfolio for students to build during the internship that they can continue to build when they leave as Alumni. The portfolio will also include CV's that have been developed with the assistance of UC Careers.

Clinical Nursing (from 2015)

Convener(s)Jamie Ranse
Course/Unit(s)Nursing (Clinical Placement Coordinator)
Faculty:  Faculty of Health
Reason(s) for adoptiong e-Portfolio practice:
Strategic application of ePortfolio practice, using Mahara, to support ongoing collection and retention of skill, practice and knowledge evidence from placement. The portfolio will align with the one set of overarching competency standards - all assessments over three years and clinical facilitation will be documented in the portfolio and are designed to help people meet all the competencies of a registered nurse.

Details of the course:
  • 1200 students in the cohort over three years.
  • 6 units across all three years, taken consecutively
  • different convener per unit
  • one clinical director/course coordinator
  • 7 clinical liaison nurses assessing, facilitating, mentoring students on placement (determine learning objectives). Students work with a nurse and liaison nurses monitor this relationship. 
  • Multiple environments (hospitals, GP, community, rural, interstate, international).
 

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