Exploring ways that ePortfolios can support the progressive development of graduate qualities and professional competencies

Faulkner, Margaret; Aziz, Syed Mahfuzul; Waye, Vicki C.; Smith, Elizabeth

doi:10.1080/07294360.2013.806437

Cited by 26 publications

(29 citation statements)

References 14 publications

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“…El Portafolios es una metodología con una dilatada tradición en la enseñanza universitaria (Barberá, Gewerc Barujel, & Rodríguez Illera, 2009;Guder, 2013;Hartnell-young et al, 2007;Jafari & Kaufman, 2006), que permite una evaluación formativa en auge en las universidades (Rodríguez Gómez, Saiz Ibarra, & García-Jiménez, 2013); a la vez que, representa una modalidad de evaluación auténtica (Yang, Tai, & Lim, 2015) y un aprendizaje orientado a resolver los problemas profesionales para el "lifelong learning" (Faulkner, Aziz, Waye, & Smith, 2013;Guder, 2013;Heinrich, Bhattacharya, & Rayudu, 2007). Unos de sus principios metodológicos consiste en centrar la enseñanza en los aprendizajes, favoreciendo los estilos propios de aprendizaje y situándose especialmente en la zona próxima según Vigotsky (Klenowski, 2004, pp.45-46), para crear un puente de comunicación entre la auto-reflexión sobre las experiencias de aprendizaje y la tutorización y evaluación de estas evidencias por el docente (Zeichner & Wray, 2001).…”

Section: │1unclassified

Estudio de los Portafolios en el Practicum: Análisis de un PLE-Portafolios

Serna

Pina

Robles

et al. 2015

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Los portafolios han demostrado ser eficaces en la enseñanza universitaria cuando cumplen ciertos prerrequisitos -p.e. ratio-. La literatura coincide en que no es una metodología generalizada en las universidades. La asignatura del Practicum tiene condiciones favorables para el uso de ePortafolios. Por tanto nos preguntamos: ¿Qué condiciones existen para la utilización de ePortafolios en el practicum de los grados de Educación en España?, ¿qué nivel de utilización hay? y ¿qué problemas de comprensión manifiestan los estudiantes en los ePortafolios? La investigación presenta dos estudios: uno de metodología descriptiva con 31 entrevistas a gestores del Practicum de todos los grados en 10 Facultades de Educación, junto con el análisis de contenidos mediante categoría de 256 guías del Practicum de todos los grados de 36 Facultades de Educación en España. Un segundo estudio de análisis de contenidos analiza las 592 anotaciones de 212 estudiantes al presentar y evaluar las evidencias en el ePortafolios. Los resultados revelan que hay 11 estudiantes por tutor con 2,88h de media para tutorizar y evaluar con ePortafolios. Siendo el correo (entre el 37,77% y el 46,66%) seguido de las plataformas las tecnologías más utilizadas. Las eRúbricas y anotaciones de vídeo ayudan a documentar las evidencias, sin embargo, los estudiantes siguen mostrando dificultades en ciertas competencias

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Section: │1unclassified

Estudio de los Portafolios en el Practicum: Análisis de un PLE-Portafolios

Serna

Pina

Robles

et al. 2015

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“…[33][34][35] Concurrently, there is an emergent use of electronic portfolios (e-portfolios) in higher education and, to a lesser extent, by professional associations. [36][37][38] Typically, e-portfolios are used for assessment of professional competency and workplace learning, continuing professional development and reflection. [36][37][38][39] These applications of e-portfolios appear to align quite closely with the requirements of the APD program.…”

Section: Figure 2 Continuedmentioning

confidence: 99%

“…[36][37][38] Typically, e-portfolios are used for assessment of professional competency and workplace learning, continuing professional development and reflection. [36][37][38][39] These applications of e-portfolios appear to align quite closely with the requirements of the APD program. The use of an e-portfolio could support applications by providing a platform to log professional development which is independent of job changes, a place to journal reflections and provide a repository for evidence, collaborate with peers on the content, and ultimately make for ease of assessment by Fellows.…”

Section: Figure 2 Continuedmentioning

confidence: 99%

Barriers and enablers to applying for the Dietitians Association of Australia Advanced Accredited Practising Dietitian credential: A qualitative analysis

Gifford

Snell

2014

Nutrition & Dietetics

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Aim The present study aimed to identify barriers and enablers to applying for the Advanced Accredited Practising Dietitian (AdvAPD) credential as well as problems with the application process. Methods Eleven Accredited Practising Dietitians (APDs) and nine AdvAPDs were recruited to participate by telephone in focus groups or in one‐on‐one interviews via the weekly national Dietitians Association of Australia (DAA) e‐alert and advertisement at the 2012 National Conference. Semistructured interview schedules were used to guide the groups and interviews which were recorded via the DAA conferencing facility and subsequently transcribed verbatim. Themes were identified using qualitative analysis software. Results Barriers to applying for the AdvAPD credential included the onerousness of the process, busy‐ness/finding the time, and having competing priorities, while working with colleagues, receiving recognition and having an AdvAPD mentor were predominant enablers. Problems identified with the application process included the difficulty in completing specific parts of the application, particularly the research and management/supervision components, and the assessment/definition of advanced practice itself. Suggested improvements included the use of technology in submission, and provision of a range of examples for reference. Conclusions APDs wishing to apply for the AdvAPD credential are encouraged to apply key findings such as engaging a mentor, working with colleagues and seeking successful application examples as strategies within their plan. The broader results will inform the review of the performance criteria and evidence examples currently available to AdvAPD applicants and support development of additional tools to assist the application process.

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“…An ePortfolio tool was implemented in the speech pathology program in 2010; formative learning activities were designed for several courses thus embedding the ePortfolio across the four-year program to ensure the greatest benefits (Faulkner, Aziz, Waye, & Smith, 2013;Woodley & Sims, 2011). The purpose of embedding the ePortfolio as a tool in the curriculum was to support students to: collect evidence against competencies; engage in reflective and metacognitive practice; link theory with practice; evaluate strengths and weaknesses in order to set future clinical practicum goals; and, map hours across a range of practice.…”

Section: Introductionmentioning

confidence: 99%

Personal development planning and ePortfolios in Speech Pathology:Student and staff perceptions

Strampel

Lewis

2016

JTLGE

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This paper describes the evaluation of the use of an ePortfolio which was embedded across a speech pathology program and designed to enhance employability. Personal development planning (PDP) is a key part of employability and includes learning, reflection, goal setting and understanding the wider context. Students' perceptions of their engagement in this process were evaluated using a mixed methods approach. Qualitative data was collected through student focus groups and individual staff interviews, while quantitative data was collected via a student questionnaire (reported in Lewis & Strampel, 2014). Qualitative data was analysed using NVivo following the six phases of thematic analysis described by Braun and Clarke (2006). This paper reports the themes which emerged from the focus group data. A key finding of the study was that the platform used was not ideal for the ePortfolio purpose causing frustration and negative reactions from students and colouring their engagement with, and enthusiasm for, the ePortfolio activities. Students achieved some of the objectives of personal development planning, especially goal-setting, but it was not until students were in their final year that they saw the links with their future career and employment. Further embedding of key tasks would enhance employability aspects, including for example involving industry from the first year and modelling the PDP process with students.

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Exploring ways that ePortfolios can support the progressive development of graduate qualities and professional competencies

Cited by 26 publications

References 14 publications

Estudio de los Portafolios en el Practicum: Análisis de un PLE-Portafolios

Estudio de los Portafolios en el Practicum: Análisis de un PLE-Portafolios

Barriers and enablers to applying for the Dietitians Association of Australia Advanced Accredited Practising Dietitian credential: A qualitative analysis

Personal development planning and ePortfolios in Speech Pathology:Student and staff perceptions

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