Overview – from the reviewers

1. Taking their skills with them: seeking to find out whether ePortfolio skills transfer from degree programs to the classroomJennifer Munday

2. Overview – from the reviewers Detail about how the system is being used Analysis of the content of the portfolios Self-directed to evidence/content or scaffolded by templates Skill transfer of graduates to work with children

3. Embedded ePortfolios in the Faculty of Education:* Undergraduate: B.Ed (EC&Prim)* Postgraduate: M.Ed

4. ePortfolio = complex ‘tools’ to:* create a plan for self-directed study* sustain a resume of study, skills and experience* collect artefacts, supporting documentation and reflective statements* manipulate the collection* showcase contents

5. Embedded ePortfolio in the M.Ed * 1st compulsory subject: EER504 Education as a profession in the 21st century. * Final compulsory subject: EEB503 Reflecting on Education as a profession in the 21st century.

6. Your first assignment task is to create an ePortfolio that represents and reflects on your learning in the first module of the subject and the course, and then provide a written reflective response discussing your choices and your learning about the reflective process.During your study in the MEd you will develop an ePortfolio that represents your learning across the course. PebblePad is the online tool that is used to manage artefacts that can be part of an ePortfolio. An ePortfolio can include a range of media and approaches, for example links, images, text, video, concept maps, and other media.Throughout the Modules located in Interact, you are asked to complete practical tasks and relate these to your working/teaching position, and how you see yourself as an educational professional in the 21st century. In this assignment, you need to present evidence of your learning in a creative and reflective way. You will create a webfolio ePortfolio with three items to demonstrate your ideas and learning. Beginning the ePortfolio in EER504

7. Finalising the ePortfolio: EEB503 • In current teaching practice 'reflection' is highly valued as a process to create change and continual improvement.  This assessment task asks the student to reflect over the period of the degree program and identify specific milestones of learning.  Changes in self or practice will be related to professional standards for their workplace. • Students will critically asses their personal experiences and learning throughout the M.Ed in the light of the 'standards' required for their vocational setting.  ( For example, the AITSL national standards for teachers could be appropriate for teachers and principals.) • Within the Modules, students will be guided to read and reflect, and complete focused reflective tasks to be included in the ePortfolio • Students will reflect on how their experiences and learning have impacted on their work experiences and personal growth, and critically reflect on how these may shape their future directions and planning within education and present these in a reflective and development ePortfolio.

8. Example front page:

10. Pilot project – M.Ed students: • Data collection: • Graduate interviews • ePortfolios (including embedded images, linked photographs and videos) • Method of analysis: • Qualitative content analysis of content and text for “motives, goals, intentions, or values (Gray et al, 2007)”

11. Coding the data: First cycle – Affective method: Emotion & Values coding • “Since emotions are a universal human experience, our acknowledgement of them in our research provides deep insight into the participants’ perspectives, worldviews, and life conditions. (Saldana, 2009) • “it’s good to have access and to be able to look at different things along the way of challenging how I think and then I’ve used that to challenge how other people think (Graduate interview, 2013)

12. Portfolios: • “for those studies that explore cultural values, identity, intrapersonal and interpersonal participant experiences (Saldana,2009) • “…feeling threatened, I refused to trust them. I resisted the shift in the balance of agency and reverted to teacher-centred pedagogy (Graduate ePortfolio, 2013)”

13. As I was analysing: • What surprised me? (Assumptions) • What intrigued me? (Positionality) • What disturbed me? (Tensions) • Attitudes. • Difficulties in expressing meta-reflection on design. • Teacher attributes for transfer of skills

14. What’s to come… Images, videos, podcasts

15. And then on to the Undergrad degree graduates:

16. Please contact me for further information: Contact: Dr Jennifer Munday jmunday@csu.edu.au Tel: +61 2 6051 9412