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The potential of ePortfolios for both students and staff has generated considerable interest and investment by universities over the past ten years or so within Australia. Despite funded projects, ePortfolio specific conferences and a range of commercial and open software, there is not wide spread uptake of ePortfolios, although many universities c...
Contexts in source publication
Context 1
... developments included the Leap2A open specification for ePortfolio portability and interoperability between the ePortfolio systems. Leap2A has been successfully implemented in number of ePortfolio solutions, including PebblePad and Mahara, the two most commonly adopted ePortfolio technologies in the Australian tertiary sector in 2011 (see Table 1). It enabled learners to transfer information from one ePortfolio system to another as they move between colleges and universities, thus reducing a risk of data being locked into one system (JISC, 2010), and offering a significant enhancement to the agenda of continuous learning in Australia. ...
Context 2
... developments included the Leap2A open specification for ePortfolio portability and interoperability between the ePortfolio systems. Leap2A has been successfully implemented in number of ePortfolio solutions, including PebblePad and Mahara, the two most commonly adopted ePortfolio technologies in the Australian tertiary sector in 2011 (see Table 1). It enabled learners to transfer information from one ePortfolio system to another as they move between colleges and universities, thus reducing a risk of data being locked into one system (JISC, 2010), and offering a significant enhancement to the agenda of continuous learning in Australia. ...
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Citations
... Thirteen studies described the platforms used for documenting e-Portfolio artifacts (see Table 2) (Berbegal Vázquez et al., 2021;Cheng, 2008;Coffey et al., 2014;Hains-Wesson, 2014;Lambert & Corrin, 2007;Lumsden, 2007;McCowan et al., 2005;Posey et al., 2015;Rowley & Bennett, 2016;Shepherd & Bolliger, 2014;Wilhelm et al., 2006). Most of these studies focused on the types of platforms and the features of the platform, as well as the final platforms chosen for documenting e-Portfolio artifacts. ...
... Regardless of the types of platforms, the studies share commonalities in terms of the features of the platforms or the criteria used to choose a platform. Key features include ease of use and development, support for versatile forms of artifacts, shareability, and lifelong accessibility (Berbegal Vázquez et al., 2021;Cheng, 2008;Coffey et al., 2014;Hains-Wesson, 2014;Posey et al., 2015). Additionally, individualized privacy options for users to control their privacy are important considerations (Posey et al., 2015;Shepherd & Bolliger, 2014). ...
... Additionally, the technologies identified for the Griffith academic community include Expo Lx, Dreamweaver, Google Sites, Graduate Attributes Toolkits, Standout Resume Creator and Career Board. (Coffey et al., 2014). ...
This literature review examines the implementation of e-portfolios in higher education, with a focus on the implementation process, potential barriers, and strategies for overcoming challenges. This review seeks to provide instructional designers and higher education instructors with design strategies to effectively implement e-portfolios. Through an analysis of seventeen studies, we identified six common steps in the implementation process, including identifying a purpose, stakeholders, and platform, conducting workshops, creating e-portfolios, and evaluating the project. The implementation process also raised eight concerns, including concerns related to technology, policy, pedagogy, artifact quality, privacy, student motivation, academic integrity, and teacher workload. To address these concerns, existing strategies suggest that successful implementation requires training and policy support, student-centered pedagogy, criteria for assessing artifacts, privacy and data protection, feedback, anti-plagiarism measures, and shared successful models.
... A properly curated ePortfolio allows the applicant to demonstrate integration of knowledge from different discipline areas and their ability to apply integrated knowledge in practice (Chau & Cheng, 2010). Through the artefacts selected, employers can get a better feel for the applicant (Coffey & Ashford-Rowe, 2014), potentially ensuring a more informed applicant choice compared to a traditional resume and cover letter combination. ...
... In recent years there has been increased interest in higher education in the use of ePortfolios to demonstrate student competence, showcase student achievement, and aid personal reflection (Coffey & Ashford-Rowe, 2014;Driessen & Tartwijk, 2019;Hallam & Creagh, 2010;Holt et al., 2014). As a space for the curation of digital artefacts evidencing a learner's personal experiences and achievements, ePortfolios (electronic portfolios) may be considered a product (Hallam & Creagh, 2010). ...
There is much literature on the challenges of designing for and implementing ePortfolios. Issues include technology management and overcoming barriers to acceptance and usability. Yet as higher education practitioners we find ourselves continually stumbling over these issues. Through discussion of a work-in progress case study at a large Australian medical school, we raise some of the design and implementation issues that impacted integration and facilitation of an ePortfolio system. The system was created to support students’ personal learning, and evidencing and assessment of clinical competence. Recognising the importance of context, we focus on a Workplace Learning Portfolio (WLP) course, in which an ePortfolio system was adopted to support and deliver workplace-based assessments for students in Years 3 and 4 of a Doctor of Medicine (MD) program. Discussion centres around the promise and reality of concurrently implementing curriculum and technological change with a large cohort of domestic and international students. The complexity of using an ePortfolio system to identify students at risk of academic failure is raised, as is an example of unexpected student engagement with personalised learning.
... The concept of e-portfolio has made a successful in-route into business education but its use in this context has been limited compared to other fields of studies (Coffey & Ashford-Rowe, 2014). The research on e-portfolios builds on a large body of work promoting portfolios as both a formative and summative assessment tool in higher education (Wuetherick&Dickinson, 2015). ...
The integration of Information and Communication Technology (ICT) has taken several dimensions in the realm of teaching and learning processes. Hence, view of the integrators about emerging ICT is of utmost essence at this point. This study is a descriptive research of the survey method. It sought the views and readiness of Business Educators on the integration of e-Portfolio ICT tool in higher institution of learning. Three research questions were raised. The sample size was drawn from the target population of higher institution lecturers in Southwest, Nigeria using purposive sampling techniques. A researcher-designed questionnaire made up of sections A-C was used as an instrument in gathering the views and readiness of respondents. The questionnaire was validated by five (three educational technologist and two business educators) experts and was subjected to Cronbach Alpha for reliability test which yielded 0.91. Frequency and percentages were used to answer the research questions. The results revealed that Business Educators' viewed e-portfolio as a useful ICT tool for instructional activities, and are ready to integrate it for quality teaching. It is then recommended that e-portfolio should be employed to promote skill acquisition in Business-related education programmes in higher institution of learning.
... Despite factors that give rise to the conditions for widespread implementation of portfolios of evidence, particularly within professional experience (Ingvarson et al., 2014), data relating to grounded portfolio use proved elusive within this study. This reflects previously reported findings of portfolio implementation within Australia (Coffey & Ashford-Rowe, 2014). ...
Recent changes to national accreditation requirements have emphasised portfolios as the required mechanism for initial teacher education providers to demonstrate the impact of their programs against the Graduate Teacher Standards and to prepare graduates to be classroom ready. This paper presents findings from a national survey of teacher educators developed to capture how and where implementation of portfolios of evidence has been occurring. Discussion focuses on the reported concentration of activities within small programmatic teams and the comprehensive level of involvement that champions of portfolios are assuming. The priorities pursued by these individuals and teams are presented alongside possible implications of the limited uptake across faculties, as well as the need for further study to better understand the current extent of implementation.
... USC is rapidly growing and expanding the use of ePortfolios whilst balancing resourcing constraints. Considerable research is available concerning the adoption of ePortfolios and the implementation within a funded project, however, little has been published about how institutions sustain and expand their use of ePortfolios against the landscape of resourcing constraints (Allan & Clelland, 2012;Coffey & Ashford-Rowe, 2014). A review framework is discussed that meets the ePortfolio needs of the University community in the post-project phase. ...
... The key to selecting the innovators academics and then implementing PebblePad at this level was the desire for transformative change, championed by the Deputy Vice Chancellor (Academic). This project builds on a history of university-wide implementation projects, including the 2008 Griffith ePortfolio project and the subsequent 2011 review of ePortfolios (Coffey & Ashford-Rowe, 2014). ...
Many Australian higher education institutions have embraced electronic portfolios for enhancing graduate capabilities and employment skills. The technology provides a student-owned and managed canvas to create and curate evidence of student learning. The University of the Sunshine Coast (USC) adopted PebblePad™ as the University-wide electronic portfolio (ePortfolio) platform in 2013.
The University successfully implemented PebblePad™ into its repertoire of Educational Learning Technologies through a three-phase process: feasibility study, early adopters phase and an institution-wide ePortfolio Implementation Project (2012-2015). Since the conclusion of this project, USC has faced a range of contextual changes and challenges.
This paper sets out the current challenges USC is facing in this transition and the key factors in the approach taken in sustaining educational innovation with ePortfolios. In particular, how the University's Centre for Support and Advancement of Learning and Teaching (CSALT) have employed a variety of people-centred and distributed support models to build staff capacity for using PebblePad™.
The key factors and the levels of support that facilitated success are framed and discussed using a 5R Review Framework: Readjustment, Rebuilding, Responsiveness, Reflective evaluation and Refocus.
The Readjustment required in the transition from strategic project to the operational phase; Rebuilding from a single point of support model; Responsiveness demonstrated in the variety of support models developed to build individual and team capacity; Reflective evaluation and refocus in the next stages of planning to improve student outcomes.
Key Words: ePortfolio, capacity building, support, learning-centred
... USC is rapidly growing and expanding the use of ePortfolios whilst balancing resourcing constraints. Considerable research is available concerning the adoption of ePortfolios and the implementation within a funded project, however, little has been published about how institutions sustain and expand their use of ePortfolios against the landscape of resourcing constraints (Allan & Clelland, 2012;Coffey & Ashford-Rowe, 2014). A review framework is discussed that meets the ePortfolio needs of the University community in the post-project phase. ...
... The key to selecting the innovators academics and then implementing PebblePad at this level was the desire for transformative change, championed by the Deputy Vice Chancellor (Academic). This project builds on a history of university-wide implementation projects, including the 2008 Griffith ePortfolio project and the subsequent 2011 review of ePortfolios (Coffey & Ashford-Rowe, 2014). ...
My digital thesis as A/R/T (artist-researcher-teacher) Portfolio is a curated space where I mapped, explored and archived my four-year PhD journey. My thesis (Coleman, 2017) tells the story of an a/r/tographer (Irwin, 2004), gazing as critical auto-ethnographer (Holman Jones, 2016) to create, make and rhizomatically write, be and do research, through the curation of artefacts in a digital portfolio. I utilised “an autobiographical genre of writing and research that displays multiple layers of consciousness, connecting the personal to the cultural” (Ellis & Bochner, 2000, p.739) to gaze inwardly first, then outwardly to art education and digital pedagogies to map creativity and identity of artists for art education. My journey in, through and to W(w)wonderland explores how learning in and within a personalised digital portfolio as both process and product, affects creativity and identity through learning to see and notice the common threads in practice over time. My thesis writing, edited videos, artworks and narratives have been archived and curated as a personalised portfolio, and designed as a digital site to continue living after examination, and to create relational openings in my field of art education and portfolios for creativity, self-discovery and identity. As a curated and purposeful collection of digital identity a/r/tefacts it was designed as a storied curriculum for art education, and as an authentic artefact of the inquiry into digital portfolios for identity and creativity. As a portfolio of created artefacts, it is an archival site of a performed and interventionist pedagogical story as thesis. This paper explores my turn to the digital through an a/r/tographic methodology and arts based methods to curate and present a thesis as research portfolio.
... USC is rapidly growing and expanding the use of ePortfolios whilst balancing resourcing constraints. Considerable research is available concerning the adoption of ePortfolios and the implementation within a funded project, however, little has been published about how institutions sustain and expand their use of ePortfolios against the landscape of resourcing constraints (Allan & Clelland, 2012;Coffey & Ashford-Rowe, 2014). A review framework is discussed that meets the ePortfolio needs of the University community in the post-project phase. ...
... The key to selecting the innovators academics and then implementing PebblePad at this level was the desire for transformative change, championed by the Deputy Vice Chancellor (Academic). This project builds on a history of university-wide implementation projects, including the 2008 Griffith ePortfolio project and the subsequent 2011 review of ePortfolios (Coffey & Ashford-Rowe, 2014). ...
Aim: This study investigates oral health therapy and dentistry student’s perception about using PebblePad to enhance their learning in a clinical environment.
Methods: Oral health students and dentistry students were asked to complete an anonymous online survey; 89 students were invited to participate, 57 students completed the survey (response rate 64%). The survey contained forced response questions using a 5-point Likert scale. Respondents were invited to provide clarifying comments for some of the questions.
Results: The majority of students surveyed were positive about the PebblePad digital logbook. Students appreciate how the logbook improves tracking of their progress and supports them to identify areas of concern. The ability to read feedback from clinical educators and to refer back to it at any point in time benefits their learning.
Students suggested several areas for improvement: the importance of example entries, reducing weekly diaries to monthly blogs and logbooks and more information about how to write appropriate reflections.
Conclusion: The 360-degree feedback framework in PebblePad aims to position students as active learners engaged in regular reflection. Feedback is provided by the teaching team, external clinical practitioners, peers, patients and the students themselves (self-assessment). This ensures that students have multiple opportunities to reflect and receive feedback in a variety of settings. The digital logbook in PebblePad is an effective tool to improve tracking the progress of oral health and dentistry students and to encourage reflective practice. This study shows that the acceptance and appreciation for the digital logbook improves if embedded in a more formal competency based curriculum.
... Asimismo, el estudiantado debe tener las habilidades para adquirir el nuevo conocimiento eficientemente, pensar críticamente, analizar, sintetizar, hacer inferencias, y la habilidad para resolver nuevos y complejas situaciones sociales, habilidades comunicativas, reciprocidad y trabajo en equipo, características de un enfoque de aprendizaje en profundidad (Barnett, Parry y Coate, 2001). A su vez, el potencial de los portafolios digitales ha generado una importante literatura e investigación en los últimos siete años (Shroff, Ng y Deneen, 2011;Trent y Shroff, 2013;Coffey y Ashford-Rowe, 2014), también como vehículos para una evaluación formativa del estudiante (Klenowski, Askew y Carnell, 2006;Lam y Lee, 2010). ...
Resumen: En esta investigación se analizan las experiencias de innovación educativa de 607 estudiantes procedentes de los grados de Educación Social y Trabajo social en la Universidad Pablo de Olavide de Sevilla (España) durante seis cursos académicos (2009-2015). Estas experiencias consisten en el empleo de portafolios grupales dentro y fuera de las clases con el objeto de que propio estudiante pueda valorar sus logros, las dificultades y las evidencias en el diseño y desarrollo de materiales educativos multimedia para la prevención y concienciación social sobre colectivos vulnerables y en riesgo social. Los resultados obtenidos, a través de una metodología de corte cualitativo, evidencian que los portafolios electrónicos grupales mejoran la capacidad de los estudiantes para trabajar colaborativamente, permiten la autorreflexión sobre el error, facilitan la autoevaluación y evidencian el progreso académico. Los estudiantes consideran que una de las principales limitaciones para desarrollar este tipo de portafolio es el tiempo que tiene que emplearse en su desarrollo. Finalmente, consideramos que esta herramienta puede resultar de especial interés para mejorar las estrategias didácticas, permite analizar las prácticas educativas y promover el desarrollo profesional y la evaluación formativa para la mejora de la Educación Superior.Abstract: The present research analyzes the experiences in educational innovation of 607 students from Social Educator and Social Work University degrees at the University Pablo de Olavide in Seville, Spain, over six academic years (2009 to 2015). These experiences consist of the use of group e-portfolios inside and outside the classrooms, which were applied by the students to verify the achievements, difficulties, and most relevant evidence in the planning and implementation of a multimedia educational material (MEM) aimed at prevention and social awareness, with emphasis on social groups at risk and social vulnerability. The results, obtained by using a qualitative methodology, support that group e-portfolios improve the capacity of students to work collaboratively, enable an awareness of their own mistakes, facilitate their self-assessment, and provide evidence of their academic progress. Students consider the considerable time and effort needed to implement group e-portfolios as among the limitations of their use. Finally, we found that these educational tools could be useful instruments for enhancing teaching strategies, analyzing the educational praxis, and promoting professional development and formative evaluation toward improving higher education.
... With the advent of the digital age and widespread access to the internet, the concept of an electronic portfolio or 'ePortfolio' has been developed and introduced into the tertiary, vocational and professional sectors (Sweat-Guy & Buzzetto-More, 2007). The push for the implementation of ePortfolio technologies in the Australian higher education sector began in July 2008 with the release of two significant documents by the Australian Information and Communication Technology in Education Committee (AICTEC) (Coffey & Ashford-Rowe, 2014). While both these documents set the scene for collaboration in the use of ePortfolio in Australian higher education, it was the Australian ePortfolio Project (AeP) that provided the necessary guidance and support for users' (Coffey & Ashford-Rowe, 2014). ...
... The push for the implementation of ePortfolio technologies in the Australian higher education sector began in July 2008 with the release of two significant documents by the Australian Information and Communication Technology in Education Committee (AICTEC) (Coffey & Ashford-Rowe, 2014). While both these documents set the scene for collaboration in the use of ePortfolio in Australian higher education, it was the Australian ePortfolio Project (AeP) that provided the necessary guidance and support for users' (Coffey & Ashford-Rowe, 2014). Funded by the Government through the Australian Learning and Teaching Council (ALTC), and led by ePortfolio experts from Queensland University of Technology (QUT), the AeP produced three reports in 2008, 2009 and 2010 that guided the Australian universities approach to ePortfolio technology, adoption and use (Coffey & Ashford-Rowe, 2014). ...
... While both these documents set the scene for collaboration in the use of ePortfolio in Australian higher education, it was the Australian ePortfolio Project (AeP) that provided the necessary guidance and support for users' (Coffey & Ashford-Rowe, 2014). Funded by the Government through the Australian Learning and Teaching Council (ALTC), and led by ePortfolio experts from Queensland University of Technology (QUT), the AeP produced three reports in 2008, 2009 and 2010 that guided the Australian universities approach to ePortfolio technology, adoption and use (Coffey & Ashford-Rowe, 2014). ...
The ePortfolio presents itself as potentially a highly useful assessment tool for students, encouraging self-reflection and the development of both clinical skills and theoretical knowledge by students identifying strengths and gaps in knowledge. A survey of students after the completion of the inaugural Emergency Health ePortfolio program revealed several strengths and weaknesses of the ePortfolio as an assessment tool of paramedicine students. The ePortfolio format was perceived by many students to encourage reflection and help them recognise areas where improvement was required. Certain students struggled to accurately identify the volume of information and concepts that should be covered while collating the ePortfolio which caused a degree of stress for some. The online format was another point of contention for students, with some enjoying the freedom of online education while others struggled to integrate multimedia components into their ePortfolios. The overarching student response was favourable and encouraged further implementation of the ePortfolio tool into the education of paramedicine students. This paper concludes that the ePortfolio has the potential to be a powerful assessment and more importantly education tool if development of the concept is continued into the future.
