eportfolio and pdp at queensland university of technology (qut) kim hauville
DESCRIPTION
ePortfolio and PDP at Queensland University of Technology (QUT) Kim Hauville. About QUT. Approximately 40,000 students 4 campuses – Gardens Point, Kelvin Grove, Carseldine, Caboolture 9 Faculties. QUT’s ePortfolio Team. Project Sponsor – Tom Cochrane DVC TILS Project Director – Wendy Harper - PowerPoint PPT PresentationTRANSCRIPT
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Queensland University of Technology
CRICOS No. 000213J
ePortfolio and PDPat
Queensland University of Technology(QUT)
Kim Hauville
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CRICOS No. 000213Ja university for the worldrealR
About QUT
• Approximately 40,000 students
• 4 campuses – Gardens Point, Kelvin Grove, Carseldine, Caboolture
• 9 Faculties
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CRICOS No. 000213Ja university for the worldrealR
QUT’s ePortfolio Team
• Project Sponsor – Tom Cochrane DVC TILS
• Project Director – Wendy Harper
• Project Team Leader – Kim Hauville
• Project Strategic Partner – Col McCowan, Manager Careers and Employment
• Project Reference Group
• Faculty Champions and committed Academic staff
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CRICOS No. 000213Ja university for the worldrealR
Purpose of the QUT Student ePortfolio
To enable students to record, reflect on,
catalogue, retrieve and present their
experiences, activities, and things they produce
both inside and outside of university life as
evidence of the skills developed while at QUT that
contribute significantly to their lifelong learning
and career development.
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CRICOS No. 000213Ja university for the worldrealR
Major purposes• Collecting and recording in a single structure
• Knowing about the generic skills employers seek
• Connecting skills and experiences to the curriculum
• Learning through reflecting and evidence-based writing
• Understanding and self auditing skills and experiences
• Planning where and how to develop skills
• Reviewing content and progress by self and others
• Showcasing slices of personal evidence
• Preparing evidence for academics and employers
• Preparing and building confidence for applications & interviews
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CRICOS No. 000213Ja university for the worldrealR
Steps to Introduction at QUT
• Strong project management
• Integration with existing systems
• Obtained QUT-wide acceptance
• Addressed key issues before building the system
• Managed and staged release
• Pilot with sub-groups and used feedback
• Identified and addressed key future developments
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CRICOS No. 000213Ja university for the worldrealR
Features of QUT’s Student e-Portfolio
• Available to all students and staff
• Student-centred
• Automatically appears on each student’s Intranet “Home” page
• Similar features and feel to all other activities
• Linked to other corporate data systems
• Mapped/linked to specific student capabilities
• Tailored to suit Faculty / Industry issues
• Legitimises activities undertaken outside QUT
• Easy to use– Form based– Limited number of steps– Lots of tips, help buttons, word count guides– Lots of self-help resources– Consistent look and feel
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CRICOS No. 000213Ja university for the worldrealR
Key Activities in Student ePortfolio
Add Experiencesto the portfolio
Add Artefacts
to the portfolio
Create aView
of the portfolioRelease
a portfolio View
Students can add:• Academic History• Resume• Photo
Students can:• Export their View• Check visits to
their View
Students can:• Undertake a self-assessment • Upload files to their web-accessible space
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CRICOS No. 000213Ja university for the worldrealR
Three Styles of Student ePortfolios
QUT aims to incorporate all three recognised styles
• Structured
– predetermined framework of objectives to meet external / internal needs
• Learning / Dynamic
– opportunity for self-audit, recording, reflection, feedback and on-going development
• Showcase
– collect together, organise and present accomplishments
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CRICOS No. 000213Ja university for the worldrealR
QUT Student Capabilities
• In the mid 90’s QUT developed a set of Student Capabilities
in response to:
– a need to consolidate specific lists from individual Faculties/Schools
– a need to respond to business and industry requirements
– a need to meet industry specific accreditation processes
– a need to infuse into teaching & learning documents and practice,
and
– a desire to get ATN agreement on student capabilities across like universities in Australia.
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CRICOS No. 000213Ja university for the worldrealR
Examples of QUT Student Capabilities• knowledge and skills pertinent to a particular discipline or professional area
encompassing:
– coherent theoretical and practical knowledge in at least one discipline area at the level of entry to a profession – technological skills appropriate to the discipline
• critical, creative and analytical thinking, and effective problem-solving including:
– the ability to critique current paradigms and contribute to intellectual inquiry – the capacity to exhibit creative as well as analytical ways of thinking about questions in at least one discipline – the ability to identify, define and solve problems in at least one discipline area
• effective communication in a variety of contexts and modes including:
– effective written and oral communication with discipline specialists and non-specialists and in cross-cultural contexts
• the capacity for life-long learning including:
– searching and critically evaluating information from a variety of sources using effective strategies and appropriate technologies
• the ability to work independently and collaboratively including:
– managing time and prioritising activities to achieve goals – demonstrating the capacity for self-assessment of learning needs and achievements – being a cooperative and productive team member or leader
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CRICOS No. 000213Ja university for the worldrealR
Mapping of QUT Student Capabilities
QUT has mapped its Student Capabilities to:
• Australian Chamber of Commerce and Industry /
Business Council of Australia Employability Skills Framework
• Specific Professional Association listings eg for Nursing, Teaching
• Specific Faculty/Schools listings for curriculum purposes eg Business –
Port of Brisbane Corporation, Law, Nursing, Education TPA’s…
• Student ePortfolio Skill Areas
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Comparison across Skill Setse-Portfolio Skill Areas used at QUT
QUT Student Capabilities (MOPP)
Business Council of Australia /Australian Chamber of Commerce & Industry Employability Skills
Skills of Business Graduates Skills of Law Graduates
Communication Listening, speaking, writing,understanding, presenting, reading, editing, interpersonal relations.
Effective communication in a variety of contexts and modes including: effective written and oral communication with discipline specialists and non-specialists and in cross-cultural contexts.
Communication skills that contribute to productive and harmonious relations between employees and customers.
Listening and RespondingInvolves being attentive when others are speaking, and responding effectively to others comments, during a conversation.
Oral CommunicationInvolves the ability to present information verbally to others, either one-to-one or in groups.
Written CommunicationInvolves the effective transfer of written information either formally (eg business reports, correspondence) or informally (eg memos, notes).
Interpersonal SkillsInvolves working well with others (superiors, subordinates and peers), understanding their needs, seeking feedback and being able to negotiate effectively.
CommunicationClearly and accurately communicating, both orally and in writing, through listening, non-verbal communication, speaking, presenting, reading, writing, editing, drafting, negotiating, interviewing, advocacy, mooting and report writing; using appropriate language for a variety of contexts; interpersonal interaction.Specific Skills:Oral communication (Communication) Written Communication (Communication) Oral presentation (Communication) Advocacy (Communication) Interviewing (Communication) Mooting (Communication) Negotiating (Communication) Drafting (Communication) Report Writing (Communication) Interpersonal interaction (Relational)
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CRICOS No. 000213Ja university for the worldrealR
The Student ePortfolio – skills concept map
SKILL AREAS(ACCI/BCA/QUT):
Communication
Teamwork
Problem Solving / Critical Thinking
Life Management / Life-long Learning
Technical / Professional / Research
Managing / Organising
Social / Ethical Responsibility
Leadership
Creativity / Design
Initiative / Enterprise
(Plus one skill area of your own)
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CRICOS No. 000213Ja university for the worldrealR
SETTINGS:
SKILL AREAS(ACCI/BCA/QUT):
Academic Work Community Personal
Communication
Teamwork
Problem Solving / Critical Thinking
Life Management / Life-long Learning
Technical / Professional / Research
Managing / Organising
Social / Ethical Responsibility
Leadership
Creativity / Design
Initiative / Enterprise
(Plus one skill area of your own)
The Student ePortfolio - skills concept map
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CRICOS No. 000213Ja university for the worldrealR
SETTINGS:
SKILL AREAS(ACCI/BCA/QUT):
Academic Work Community Personal
Communication 5 experiences 2 experiences 1 experience
Teamwork 4 experiences 2 experiences 1 experience
Problem Solving/Critical Thinking 1 experience 1 experience
Life Management Life-long Learning 1 experience 2 experiences
Technical / Professional / Research 2 experiences 1 experience
Managing / Organising 2 experiences 1 experience
Social / Ethical Responsibility 1 experience 1 experience 2 experiences
Leadership 2 experiences 1 experience
Creativity / Design 1 experience 1 experience
Initiative / Enterprise 2 experiences 1 experiences
(Plus one skill area of your own)
The Student ePortfolio – skills concept map
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CRICOS No. 000213Ja university for the worldrealR
Helping students to reflect on their experiences
S ituation
Situation is where you had the experience. Describe the environment, and the type of people or equipment you worked with. This gives employers background information and puts the experience into context.
T ask
The task is what was required of you. When addressing a Task, it may be the project itself, a presentation you had to deliver, or a problem that arises within a project, such as personal differences.
A ction
When addressing Action, think about what you did to resolve a problem or perform a task. Ask yourself “what did I actually do?”
R esult
When addressing Result, think about how your actions affected the outcome of the situation and the status of the task.
L earnt
When addressing the things learnt, highlight skills that came out of the process and how they can be applied in other situations. This will show employers growth in your personal development as well as the skills you possess.
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CRICOS No. 000213Ja university for the worldrealR
A sample Student ePortfolio
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CRICOS No. 000213Ja university for the worldrealR
Sample Student ePortfolio – Introduction Page
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CRICOS No. 000213Ja university for the worldrealR
Sample Student ePortfolio - Experiences
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CRICOS No. 000213Ja university for the worldrealR
Sample Student ePortfolio – Artefacts page
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CRICOS No. 000213Ja university for the worldrealR
Sample Student ePortfolio – display Artefact
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Sample Student ePortfolio – Resume
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CRICOS No. 000213Ja university for the worldrealR
Sample Student ePortfolio – Academic History
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CRICOS No. 000213Ja university for the worldrealR
Accessing Student ePortfolio
• On the main page of QUT Virtual students can access:
– Student Portfolio application
– Resume Builder tool
– QUT Virtual File Manager where they can upload 128MB of their files
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Student ePortfolio Menu
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CRICOS No. 000213Ja university for the worldrealR
Usages
Business Advantage (4 x 2hour course):• Self Assessment and ePortfolio Module, Career Planning Module
First Year: • introduction, requirement, pre-assessment
Work Integrated Learning:
• Nursing, Education, Co-op & Internships, Paramedic , Pharmacy
Post – grad: • professional course, pre-employment preparation, supervision journal
Discrete elements only: • Resume, Artefacts (eg dance clip), Self-assessment
Year 11’s in a Secondary College
Creating and monitoring development of Learning Objects
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CRICOS No. 000213Ja university for the worldrealR
FindingsStudents • find easy to manage IT
• can allocate to 10/11 Skill Areas easily
• find it difficult to write first experience
• after first experience, others follow easily
• liked working with 1500 character limit
• good for self-audit, selection criteria, interview preparation
• good for storing wide range of artefacts
Staff • accepted matrix, good for work integrated learning activities,
improved communication skills
Employers
• students better organised / prepared, good access to artefacts, increase in confidence, excellent second stage selection tool
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CRICOS No. 000213Ja university for the worldrealR
DevelopmentsRecent• Web-accessible storage space (128mb), Alumni, Multimedia Tutorials
Current• Lifelong access for Alumni
• Export portfolio to CD, Third party access, Online feedback
• Use of portfolio data to address selection criteria, Career Plans
• Professional Staff ePortfolio
Future• Use of Palm Pilots?
• Learning Journal
• Learning Objects (CI/IT Faculty)
• Capacity to increase personalisation
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CRICOS No. 000213Ja university for the worldrealR
Challenges
• Conducting system load trials
• Storage
• Privacy, Security
• QUT endorsed
• Training
• Tailoring
• Scope creep
• Evaluation
• Funding
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CRICOS No. 000213Ja university for the worldrealR
Some key considerations
• Supporting the reflection process
• Emotional engagement
• Purpose – first year versus third year
• ‘Bubbling along’ / mentoring
• Short term versus Long term (life-long)
• Multiple purposes, multiple audiences
• Inter-operability before and after QUT
eg My future, Qld Learning Accounts….
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Queensland University of Technology
CRICOS No. 000213J
As soon as I began using the Portfolio, it became evident to me that the
process was going to be as valuable as the final product. After writing
just one experience according to the “formula” suggested by the
Portfolio team, I could notice a change in my thinking. I was learning to
consider my experiences from an employer’s perspective and to identify
- in all facets of my life -examples of skills that employers would value.
A Third Year Library Science Student……..
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CRICOS No. 000213Ja university for the worldrealR
Learning about the Student Portfolio was also
fantastic. I think it is an amazing tool that will
greatly benefit me in preparing job applications
in the future. Getting to know my personal
strengths and weaknesses, and doing the
online portfolio. Now I can work on my
weaknesses and plan how to strengthen my
strengths.
Second Year Business student
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CRICOS No. 000213Ja university for the worldrealR
I think the e-portfolio is very relevant and useful to
me at university, because it encourages thought
about what skills and experiences I have that
others may not have and gives me a very user-
friendly and well-structured means for me to
record these for future reference.
First Year Business student
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CRICOS No. 000213Ja university for the worldrealR
Reflections required me to commit course content to long-
term memory. Reinforcing my learning and making it clearer
and more permanent in my mind.
First Year Bachelor of Education student
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CRICOS No. 000213Ja university for the worldrealR
When I was trying to navigate it myself I was like, what if
I’m doing it wrong. What if I’m not doing it the way we have
to. So it’s almost like taken the pressure off a bit realising
that it’s not an assignment. …well I think my writing will be
a lot better because there’ll be meaning behind it now
instead of I have to do it, so it’s changed. My view on it has
changed a lot. I actually went home and I went MUM, it’s
not an assignment. The pressure is off.
The good thing about the Portfolio is that it’s your own, it’s for yourself so – I’ve
just been realising this over the last week, I’m like, Yes, it makes it so much
easier. Because there is no pressure then, you don’t have to be like somebody
else and that’s what I was worried about.
First Year Bachelor of Education student
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CRICOS No. 000213Ja university for the worldrealR
From a recruiters perspective the
Student Portfolio is a great innovation. It
allows students to be able to present
information from their studies and about
themselves in a way that they have total
control over.
Queensland Treasury – Graduate Coordinator
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CRICOS No. 000213Ja university for the worldrealR
I think what the Student Portfolio has the potential to do is
to encourage students to focus on a wider range of
graduate capabilities than they sometimes do; particularly
in content based disciplines. The focus that they have I
think then will extend through to an opportunity for
academics to promote authentic learning experiences and
use field, project, clinical, problem based approaches
which cover a wide range of graduate capabilities in one
holistic pattern.
Dr Al GrenfellDirector of Academic Programs - QUT
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CRICOS No. 000213Ja university for the worldrealR
Writing up my experiences in my Student
Portfolio is better for the soul than 10
episodes of Oprah Winfrey…….
A Third Year Information Technology student
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Student e-Portfolio Websitewww.studentportfolio.qut.edu.au