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Master of Midwifery: A postgraduate program’s first use of ePortfolios

Master of Midwifery: A postgraduate program’s first use of ePortfolios. Christine Slade & Keith Murfin Centre for Support and Advancement of Learning and Teaching ( C~SALT ) Michelle Gray & Kendall George Lecturers Midwifery & Nursing University of the Sunshine Coast (USC).

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Master of Midwifery: A postgraduate program’s first use of ePortfolios

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  1. Master of Midwifery: A postgraduate program’s first use of ePortfolios Christine Slade & Keith Murfin Centre for Support and Advancement of Learning and Teaching (C~SALT) Michelle Gray & Kendall GeorgeLecturers Midwifery & Nursing University of the Sunshine Coast (USC)

  2. The USC ePortfolio Journey

  3. Early Adoption 2013 • First postgraduate program to use ePortfolios • Theory of Midwifery Practice (14 students) & Midwifery Practicum (11 students) • Short implementation phase - staff & students learning together • Timeframes did not allow embedding into assessment

  4. Reasons for Change • Master of Midwifery was reaccredited in 2013 • Graduate Requirements • Standard for registration requires documentation of 20 continuity-of-care follow journeys, 40 births • Additional 100 antenatal and postnatal examinations • This is a significant burden of data collection and storage • PebblePad offered suitable e-alternative

  5. The Approach • Created templates • Assets submitted to ATLAS for formative feedback • Initially this approach encouraged engagement but became time consuming for the lecturer • Webfolios introduced to drastically reduce volume • Using ePortfolios avoided duplication required in paper based version – academic view

  6. Semester 2 However, it did not go smoothly… • Other students did not engage, preferring to submit hard copies. • The ePortfolio was not an assessment item and therefore not seen as essential • Four students chose to use PebblePad option

  7. What were the Problems? • Premature introduction • Short time frame for training of staff • No time to embed into the course learning outcomes • Variance in IT literacy of staff and students • Different expectations • Student resistance • Seen as additional work because not assessed • Students did not see benefits

  8. Lessons Learned • Embed ePortfolios in assessment and course outline • Workshop student introduction in tutorial time • Increased familiarity of teaching staff with the platform improves preparation for these workshops • Consider length of program and workloads • Importance of having support

  9. How is it now? • 2014 cohort - PebblePad embedded into program via • Assessments • Staggered learning activities • E-portfolios introduced positively e.g. video before semester starts and flipped classroom approach • Confident staff able to support students • Ongoing support by C~SALT

  10. Michelle Gray Master of Midwifery ePortfolio Coordinator (click on image to play video)

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