Session information: Abstracts and Speakers

Presenter information

Kevin Kelly

Educational Consultant, Author, Lecturer at San Francisco State University, AAEEBL Board Member

 Kristina Hoeppner, Mahara/Catalyst IT

Abstract

The AAEEBL Digital Ethics Task Force created 10 principles for incorporating digital ethics in portfolio work over the last four years. It's time to stack stock and discuss their current relevance. Which of the principles may be more important? Are there principles that could benefit from a revision to make them more applicable rather than being solely aspirational? What might be missing?

In this workshop we will review the Digital Ethics in ePortfolios Principles from a critical lens to answer the questions above and add to the overall conversation around digital ethics in portfolio practice. Participants will establish a working definition of digital ethics, gain insight into the principles, explore the strategies provided and examine them using the lens of applicability in their own context. Participants will be more confident in discussing and advocating for digital ethics in portfolio practice and establish a personal action plan.

Presenter information

Kristina Hoeppner is the project lead for the open source portfolio platform Mahara, working at Catalyst IT in Te Whanganui-a-Tara Wellington in Aotearoa New Zealand. She traded hemispheres and careers in 2010 and enjoys supporting and working with the New Zealand and worldwide community of educators, learning designers, and education innovators in both formal and informal learning settings to create positive and supportive learning environments. She has been a member of the AAEEBL Task Force on Digital Ethics in ePortfolios since 2019 and a member of the Executive Committee of FLANZ (Flexible Learning Association New Zealand) since 2021.

Marie B. Fisher & Penny Wheeler, Australian Catholic University

Abstract

The aim of this workshop is to explore strategies for embodying a pedagogy of care when designing ePortfolio activities in an online environment. The format of the workshop would commence with a stimulus activity from the presenters. Following the introduction, participants will be divided into groups to discuss: 

• How could we define a pedagogy of care when designing ePortfolio tasks with students and with academic colleagues? 

• What strategies do we use to develop a safe space to reflect on our experience? 

• How would a pedagogy of care approach improve student outcomes and inform new ways of working and studying? 

Group leaders report back on findings and share scenarios from teaching and a debrief with the presenters at the end.

In the final activity participants reflect individually on new learning and identify a few strategies to integrate pedagogies of care into their practice.

Presenters summarise the key goals and conclude. 

Presenter information

Marie B. Fisher

Marie is an academic development and Faculty of Education and Arts lecturer responsible for university teaching and mentoring and the Chair of the HERDSA ACT Branch in Australia. She received an Australasian award for Contemporary Approaches to University Teaching in 2018. Her recent, multi-disciplinary international research and current PhD studies, focus on academic resilience, teaching practice and digital wellbeing. 

Penny Wheeler

Penny has worked as a lecturer and academic developer for ten years, supporting academics who are new to teaching in Higher Education, teaching in a formal qualification in preparing for tertiary teaching and working with others in the central learning and teaching unit and across the university to develop both the digital capabilities of teaching staff and the online environment where they teach.

"How to get students intrinsically motivated again for skill development?"

Pieter Smits, Drieam

In this session, we will revisit a proven framework for facilitating intrinsic learning motivation and discuss its current relevance to designing engaging (digital) learning experiences. In addition, we will share experiences of a couple of Dutch universities that have been operationalizing their ambitions regarding student-led learning with a modern ePortfolio and the challenges they faced along the way. The discussed ePortfolio is a new tool that takes a radical approach to student ownership, as it empowers students to take the wheel of their education while offering adequate scaffolding along the way. Moreover, it is fully integrated and synergized with your LMS and provides a modern and easy UX, requiring little additional effort to learn to use and embed in existing educational and administrative processes.

Presenter information

Pieter Smits

Pieter is an education technology enthusiast, passionate about stimulating student ownership in education. He studied Educational Science and Technology at the University of Twente in The Netherlands, where he specialized in intrinsic learning motivation. Since then, he has worked in various educational and product management roles at companies that develop powerful software solutions that stimulate ownership and self-regulated learning.

Ingrid D'Souza, Zala Volcic & Carmen Sapsed, Monash University 

Abstract

Trust, relationships, expertise and connections are essential components in the design and implementation of authentic and programmatic e-portfolio practice. The behind-the-scenes practices of educational designers and academics in the establishment of a student curated, yet authentic programmatic assessment is not well researched. The sayings/knowings, the doings and in particular the relationships that educational designers and academics build as they share their individual expertise and know-how needs further investigation. This auto-ethnographical discussion will consider what each member of the team brings to the table, when implementing e-portfolios as an authentic programmatic practice in a bachelor degree. The various voices involved in the process will be given an opportunity to be represented in this discussion, and further build the ongoing community of practice in the use of e-portfolios.

Presenter information

Ingrid D'Souza

As an Educational Designer, Ingrid has worked in the higher education sector for over 17 years, and brings a wealth of knowledge and expertise, particularly with respect to teaching and learning in diverse environments. Her particular interest extends beyond the basics and  into how academic staff can be encouraged to adopt educational design principles, and use.

Zala Volčič teaches at the School of Media, Film and Journalism at Monash University, Australia. She is currently an Associate Dean of teaching and learning, Arts Faculty, Monash University. She widely published on issues to do with media, intercultural communication, (digital) cultures, nationalism, class and gender. She has taught at different universities around the world, including Franklin University (Switzerland), and Pomona College (USA).

Carmen Sapsed is an Educational Designer with Monash Arts, with over 8 years experience in education, learning and instructional design in both higher education and the corporate sector. Carmen's expertise is in course design with a focus on blended learning, e-learning, content and assessment creation, and e-portfolio. Carmen has worked in various industries and across multiple learning technologies, which gives her an agile approach to solution focussed design. She fuses instructional design principles with pedagogical theory, ensuring structured and well signposted learning paths for students.

Natacha Hes and Mia Mackay, Department of Primary Industries

Abstract

Tocal College’s portfolio practice for Recognition of Prior Learning (RPL) has transformed dramatically over the last 10 years. Moving online into the e-portfolio space has allowed us to reach more people across Australia, however, there are still many potential candidates who do not have the necessary digital capacity to be able to complete the RPL process fully online. The Australian Digital Inclusion Index shows that there remains a substantial digital divide in Australia - 1 in 4 people in Australia are still digitally excluded (ADII, 2021). The importance of understanding the rural sectors’ digital capabilities and limitations when preparing and planning online assessment processes is essential to the success of providing a high-quality, personalised, and accessible service. It really is all about improving digital literacy and ensuring that our candidates have the right skills to be able to fully engage in the digital world.  

Presenter information

Natacha Hes

Natacha has worked for the Department of Primary Industries at Tocal College for the past 9 years, most recently as Education Officer Digital Delivery. Prior to working at Tocal College, Natacha spent 12 years in the University sector as a casual academic and web editor. Natacha holds a Bachelor of Arts with First Class Honours and is currently studying a Master of Education focusing on digital technologies for learning. Natacha's passion is online education and presenting engaging and interactive content for learners. She has created and delivered hundreds of courses for topics such as chemical training, animal welfare, harvest delivery, conservation and land management to name a few.

Mia Mackay

Mia has a background in extensive livestock and horticultural production systems with a Degree in agriculture from the University of New England. Mia has worked as an Education Officer with the Department of Primary Industries at Tocal College for 11 years. Her main focus area is facilitating Skills Recognition for Agriculture and Conservation and Ecosystem Management qualifications. Her passion is in supporting realistic and accessible assessment processes to support students in gaining nationally recognised qualifications. 

Aslihan Mccarthy, University of Melbourne

Abstract

The following short paper presents a brief discussion on the need for explicit curriculum design to support professional identity formation and proposes a research blueprint to explore the possible impact ePortfolio pedagogy on professional identity formation in health professional education. 

Presenter information

Dr. Mccarthy is a lecturer in Sociology of Health and contributes to curriculum revision projects at Melbourne Dental School. She previously worked as a learning designer and actively worked in the promotion of e-portfolio pedagogy and helped with capacity development in digital learning management tools including PebblePad. 

A/Prof Christine Slade, University of Queensland & Sarah Zurhellen, Appalachian State University

Abstract

The proposed paper will present insights gained from the Association for Authentic, Experiential and Evidence-based Learning (AAEEBL) Digital Ethics in ePortfolios Task Force’s fourth year. With the release of ChatGPT, addressing ethical challenges in education became critical. Over three years, the global Task Force, diligently developed digital ethics principles, strategies, scenarios, and resources. 

In the fourth year, the Task Force formed three sub-groups. The Development group explored intersections between principles and generative artificial intelligence (GenAI), while evaluating data responsibility. The Outreach group disseminated the work through engaging workshops and publications. Furthermore, the Research group implemented the ePortfolio Mapping Projects to shed light on labour dynamics within ePortfolio practice across North America, Australia, and New Zealand. 

The forthcoming paper will highlight the significant achievements of these collective efforts, share preliminary research findings, and offer valuable insights and recommendations. It aims to promote ethical ePortfolio usage to enhance teaching, learning and assessment.

Presenter information

A/Prof Christine Slade, PhD PFHEA is an Associate Professor in Higher Education in the Institute for Teaching and Learning Innovation at the University of Queensland. For the past four years, Christine has been actively involved with the Association of Authentic, Experiential and Evidence Based Learning (AAEEBL) Task Force on Digital Ethics and ePortfolios. Additionally, she is a long-standing member of the Australian ePortfolio Forum organising committee. Christine currently leads the research project titled ‘Mapping ePortfolio Practice in Tertiary Education in Australia and New Zealand’. Prior to this, she was a co-investigator in a multi-university research project focused on exploring digital ethics for students in using data from their ePortfolios. Christine is an active learning advisor for ePortfolio implementation and research leader. See Christine's information and publication history.

Sarah Zurhellen completed her BA, BS, and MA degrees at Appalachian State and her PhD at the University of Missouri. She rejoined the AppState community in 2014 as a faculty member and is now the Assistant Director of the Writing Across the Curriculum Program and a Professional Consultant in the University Writing Center. She studies the impact of digital computing on language and the form of the novel and enjoys teaching, talking, and thinking about writing in all of its forms and functions. She is also the primary WAC consultant for the following departments and colleges: Art, Biology, Chemistry & Fermentation Sciences, Computer Science, Geography & Planning, Geological & Environmental Sciences, Hayes College of Music, Mathematical Sciences, Physics & Astronomy, Theatre & Dance. 

Michael Sankey, Charles Darwin University 

Abstract

Although ePortfolio practices has been with us for a good 20+ years, in some form or another, the options that students now have in representing their professional experiences has expanded exponentially over recent years. This is largely due to the plethora of online platforms that allow a user-friendly and templated experience, giving students freedoms they have not previously had, unless they had website development skills. This paper will report on a study of current ePortfolio options provided by institutions in Australasia, highlighting a divergence in, and opinions around, what constitutes contemporary good practice. It is fair to say that what was once seen as the responsibility of an institution to provide a dedicated ePortfolio platform for their students has started to fracture, and that many institutions are now opting to mediate third-party and/or discipline relevant options for their students. This paper will look at the pros and cons of these options.

Presenter information

Professor Michael Sankey is from Charles Darwin University in Australia, where he is the Director Learning Futures and Lead Education Architect. In addition to this role, Michael is President of the Australasian Council on Open, Distance and e-Learning (ACODE) and a Fellow of the Australasian Society for Computers in Learning in Tertiary Education (ASCILITE). He specialises in emerging technologies, technology enhanced learning, curriculum and assessment renewal, eLearning quality, multimodal design, digital, visual and multiliteracies. Michael has worked in Higher Education for 30+ years, at 5 Universities and is particularly interested in how constructively aligned and aesthetically enhanced learning environments can better transmit concepts to students, particularly those from diverse backgrounds and those who study at a distance. 

Dr Debra Hoven, Athabasca University

Abstract

Graduate students in the capstone M.Ed. eportfolio course suggested making videos of their experiences creating their eportfolios to better prepare in-coming students to the program, and also to provide educational development advice for facilitators of the course. These autoethnographic videos were created by the graduates, describing their own journeys of reflection and discovery, and detailing what they wish they had known at the beginning of the program that would have supported their earlier collection and creation of artifacts as well as keeping a reflective journal along the way and practicing guided reflection for this purpose. These videos were then incorporated as resources in both the preparatory M.Ed. course and the capstone eportfolio course. I followed up the creation of these videos with one-on-one interviews with each of the participant-researcher-graduates, to further collaboratively explore their recommendations for program and course refinements, and facilitator preparation, resulting in a Community of Support website.

Presenter information

Debra Hoven researches and teaches in the areas of appropriate technologies in education, open, flexible and blended learning and pedagogy, and appropriate technologies for intercultural education and learning in the MEd and EdD programs in the Centre for Interdisciplinary Studies at Athabasca University, Canada. Her major current areas of research interest are in digital storytelling to support success in Indigenous education and educational leadership, eportfolios as a tool to develop critical reflection and lifelong and life-wide learning, Indigenous research methodologies, doctoral student mentorship to support persistence and success, and Ecological Constructivism as a learning theory that fits with contemporary understandings of how people learn, particularly in online, blended and mobile environments. She has held numerous research and teaching development grants, particularly relating to interculturally-appropriate uses of technology in learning and teaching, development of reflection among eportfolio students and facilitators, digital storytelling, and flexible and emerging pedagogies.

Marie B. Fisher & Penny Wheeler, Australian Catholic University

Abstract

Assigning ePortfolio tasks to students should not merely focus on instruction and activities that connect to real world learning. Humanising the learning experience by constructing an environment and teaching approach that builds trust, respect and resilience will strengthen learning partnerships resulting in more achievable outcomes for students (Henriksen et al., 2022). The aim of this paper is to consider strategies for embodying a pedagogy of care when designing ePortfolio activities in an online environment. How could we define a pedagogy of care when designing ePortfolio tasks with students and with academic colleagues? What strategies do we use to develop a safe space to reflect on our experience? How would a pedagogy of care approach improve student outcomes and inform new ways of working and studying?

Presenter information

Marie B. Fisher

Marie is an academic development and Faculty of Education and Arts lecturer responsible for university teaching and mentoring and the Chair of the HERDSA ACT Branch in Australia. She received an Australasian award for Contemporary Approaches to University Teaching in 2018. Her recent, multi-disciplinary international research and current PhD studies, focus on academic resilience, teaching practice and digital wellbeing. 

Penny Wheeler

Penny has worked as a lecturer and academic developer for ten years, supporting academics who are new to teaching in Higher Education, teaching in a formal qualification in preparing for tertiary teaching and working with others in the central learning and teaching unit and across the university to develop both the digital capabilities of teaching staff and the online environment where they teach.

Jacqui Patten, PebblePad & Marty Sison, Charles Darwin University

Abstract

Charles Darwin University (CDU) commenced a partnership with PebblePad in early 2022. The goal of the initial implementation was twofold: to find efficiencies in recording and assessing skills acquisition during work integrated learning experiences; and to support student showcase portfolios evidencing learning outcomes. However, while both strategies align with PebblePad strengths, focusing only on these areas can lead to limiting beliefs, compounding common misconceptions that PebblePad is ‘just a placement tool’ or ’just an eportfolio’. 

This presentation will show an alternative, expansive approach to implementation that is now being adopted at CDU. The strategic deployment of PebblePad is now promoting belonging and wellbeing, enabling authentic assessment and feedback, creating flexible multi-modal learning designs, allowing students to curate professional identity and evidence capabilities to become employable and future ready graduates. 

Implementation is being mapped against these themes to show how a sustainable approach to eportfolio culture will deliver more value to an institution, it’s academic and professional staff and the students we support, to thrive not just survive in an ever-changing world.

Presenter information

Jacqui Patten is a Customer Success Manager at PebblePad – home of The Learning Journey Platform. She has been a passionate PebblePaddler since starting her PebblePad journey back in 2012 at Edith Cowan University. With a BSc(Hons) in Computer Science and various roles in educational technologies behind her, she now works with universities to implement PebblePad to support student-centred teaching, learning and assessment initiatives. She regularly co-presents at conferences and organises collaborative cross-institutional events to help PebblePad users connect and get the most out of the system. When Jacqui is not delighting in all things PebblePad she can be found cuddling Kevin the Cavoodle the latest (canine) member of the PebblePad family.

Marty Sison is a dedicated Learning Designer with a strong background in educational technology. With prior experience as a Learning Resource Developer and Learning Technologist, Marty has honed his skills in creating effective learning materials and leveraging technology to enhance educational experiences.  He is constantly seeking innovative ways to foster engaging and meaningful educational environments whilst believing that empowering educators and learners alike is key to achieving successful outcomes. 

Shari Bowker & Christine Slade, University of Queensland; Dr Danielle Cave, University of the Sunshine Coast

Abstract

The current literature in health disciplines assessment shows a lack of evidence on how to support effective feedback in the context of assessing professionalism in dietetics. In a postgraduate program at a university, ePortfolios are used to assess professionalism, the design underpinned by Carless and Boud's (2018) student literacy framework. This study aims to address the importance of student feedback literacy in effective professionalism learning and sustainable workplace-based assessment. The research used a mixed methods approach to understand student perspectives on the value of feedback interventions that empower them to actively participate in the feedback process and make judgments on their progress. Survey data were analysed using descriptive statistics, while focus group data were thematically analysed. Key findings indicate that students appreciate having a role in the feedback process, and sustaining the impact requires a positive cultural shift in the placement context.

Presenter information

Shari Bowker is the Learning Designer for ePortfolios in the Institute for Teaching and Learning Innovation (ITaLI) at the University of Queensland. Previously a school teacher, Shari has now been working in higher education for over a decade. Shari’s focus on portfolio pedagogies fosters assessment designs for student-centred learning and feedback processes to encourage the development of reflective, self-regulated learners. She is a member of the ePortfolios Australia organising committee. Shari tweets at @shari_bowker

A/Prof Christine Slade, PhD PFHEA is an Associate Professor in Higher Education in the Institute for Teaching and Learning Innovation at the University of Queensland. For the past four years, Christine has been actively involved with the Association of Authentic, Experiential and Evidence Based Learning (AAEEBL) Task Force on Digital Ethics and ePortfolios. Additionally, she is a long-standing member of the Australian ePortfolio Forum organising committee. Christine currently leads the research project titled ‘Mapping ePortfolio Practice in Tertiary Education in Australia and New Zealand’. Prior to this, she was a co-investigator in a multi-university research project focused on exploring digital ethics for students in using data from their ePortfolios. Christine is an active learning advisor for ePortfolio implementation and research leader. For more information see Christine's publication history.

Dr Danielle Cave is a Lecturer in Nutrition and Dietetics in the School of Health at the University of the Sunshine Coast (UniSC). Danielle teaches courses across the Bachelor of Nutrition and the Bachelor of Dietetics programs at UniSC. She is an Associate Fellow of the Higher Education Academy and is actively involved in the scholarship of teaching and learning, with a focus on student feedback literacy.

A/Prof Peter J. Cabot & Shari Bowker, University of Queensland

Abstract

The Master of Pharmaceutical Industry Practice (MPIP) is an employability-focussed program with the first year dedicated to knowledge and industry upskilling. Second year students undertake extensive industry placements from 24 to 47 weeks in full-time roles across the medical technologies and pharmaceuticals sector. The ePortfolio enables a learner-centred approach to tasks such as placement learning goals, supervisor performance reviews, and written and video reflections. While on lengthy placement, the students remain connected to the Program Lead through ongoing feedback and support through visibility of students’ industry-related evaluations, literacies and skill development. Students appreciate the iterative nature of their tasks, and through feedback loops they have opportunities to action personalised feedback over time. Using the ePortfolio has proved vital in assisting students to develop their professional persona and workplace engagement, with minimal upskilling required in use of the system.

Presenter information

Peter Cabot is an Associate Professor in the School of Pharmacy and program lead for the Master of Pharmaceutical Industry Practice (MPIP). He joined the School staff in this position in 1999 after completing postdoctoral positions at Johns Hopkins University, Baltimore USA, The NIH, Baltimore USA and within the School of Pharmacy at UQ. Peter is the founding program lead for the MPIP and leads a team of academics and professional staff members engaging with industry to help students build a professional persona and experience in the medicines technologies and pharmaceuticals sector.

Shari Bowker is the Learning Designer for ePortfolios in the Institute for Teaching and Learning Innovation (ITaLI) at the University of Queensland. Previously a school teacher, Shari has now been working in higher education for over a decade. Shari’s focus on portfolio pedagogies fosters assessment designs for student-centred learning and feedback processes to encourage the development of reflective, self-regulated learners. She is a member of the ePortfolios Australia organising committee. Shari tweets at @shari_bowker

Kashmira Dave & Kate Mitchell, University of New England

Abstract

In contemporary educational settings, the demand for flexible assessment practices has gained prominence due to the diverse learning needs and preferences of students. In response, ePortfolios have emerged as a versatile tool for facilitating personalised and adaptable assessment processes. This short paper investigates how ePortfolios can cater to students' flexible assessment needs. By examining the benefits, challenges, and implementation strategies associated with ePortfolios, this article highlights their potential to enhance assessment practices, foster student engagement, and promote lifelong learning.  

Presenter information

Dr Kashmira Dave is a lecturer, facilitator and academic developer, with interests in quality learning and teaching and academic development  She holds a wealth of experience in teaching, learning design, academic and capability development, and scholarship of learning and teaching, alongside expertise in fields such as medical education. Kashmira's current research explores academic progression and selection processes. She also contributes to improving learning and teaching through co-coordinating the ASCILITE Learning Design Special Interest Group. Kashmira currently works as Lecturer, Academic Development for the Education Futures team at University of New England. 

Kate Mitchell is a Senior Learning Designer for the University of New England. Her research and professional interests span ePortfolios, learning design, third space professionals, accessibility and inclusion, digital technology in education, and scholarship of teaching and learning. She has been a member of the ePortfolios Australia Organising Committee since 2015, was a co-founding member of the ASCILITE TELedvisors SIG, and has been a past and current mentor for other learning designers through both formal and informal initiatives. 

Yi-Jung Teresa Hsieh (Teresa), University of Queensland 

Abstract

Building an ePortfolio assists students to develop independent reflective thinking and self-directed learning. However, for international students from cultures where learning is passive and teacher-directed, developing an ePortfolio can be challenging. This qualitative research thus aims to explore the links between building an ePortfolio and the professional pathway of a group of international students as they develop an ePortfolio during a capstone course in their master’s program in applied linguistics. Two questionnaires will explore their understanding of an ePortfolio at the beginning and end of their course, how their ePortfolio assists them in realising their strengths and weaknesses, and its effect on their professional pathway. The results will show how international students perceive the process of building an ePortfolio. This will identify ways educators can better support international students as they undertake producing their ePortfolio, thus gaining the skills and knowledge necessary to be job-ready in a global society.

Presenter information

Teresa Hsieh is a casual academic in the School of Languages and Cultures at the University of Queensland. She holds an MEd in TESOL from the Queensland University of Technology, and a PhD in migrant language education from Griffith University. Teresa’s research interests are in English as an additional language for settlement, with a particular focus on adult refugee education, and issues of identity and ethnicity. She draws on the sociologist Pierre Bourdieu's work in her development of the theory of ‘capital as vocational currency’ (Hsieh, 2021). Teresa has previously taught English language and literacy to migrants and other Australians in the vocational education sector. Since moving into the university sector, she has been involved in teaching e-portfolio and synthesis, intercultural education, second language acquisition, and academic writing.

Presenter information

Lisa Gray

Senior Consultant – learning, teaching and assessment at PebblePad, and former Senior Consultant and Program Manager at JISC.

Leanne Ngo, La Trobe University, Kate Mitchell & Kashmira Dave, University of New England, Keith Heggart, University of Technology Sydney

Abstract

This hybrid workshop takes a hackathon-inspired approach to foster collaboration, creativity, and innovation in learning design using ePortfolios. Participants will engage in both online and in-person interactions, leveraging design thinking principles and digital collaboration tools. They will form interdisciplinary teams to address real-world learning challenges and co-create ePortfolio solutions at a programmatic level.

Through rapid prototyping, iterative feedback cycles, and dynamic pitch sessions, teams will develop innovative ePortfolio models tailored to the identified learning challenges at a programmatic level. They will present their ideas to the wider group, fostering a collaborative environment for sharing and learning. This workshop encourages participants to think critically, embrace diverse perspectives, and generate practical strategies for leveraging ePortfolios in educational contexts. By engaging in interdisciplinary collaboration and creative problem-solving, participants will gain valuable insights and strategies to enhance ePortfolio practices and design at a programmatic level in their respective domains.  

Access the resources at https://bit.ly/eP2023ProgrammaticDesignWorkshop 

Presenter information

Dr Leanne Ngo is an A/Prof of Online Programs and leads the quality assurance of online programs within the School of Computing, Engineering and Mathematical Sciences and across La Trobe University.  Leanne has over 15+ years of experience leading and delivering successful curriculum and assessment transformation initiatives, and strategic and grassroots digital learning innovative projects in higher education. Leanne  co-leads the ASCILITE Learning Design SIG,  and is a long serving member of the ePortfolio Australia Committee. She is also passionate about mentoring and coaching women to realise their career potential in STEM, cybersecurity, and technology, and people of CALD, refugees seeking asylum and neurodiverse communities. 

Kate Mitchell has worked in education for over 20 years, with a decade of Learning Design Higher Education experience. She has teaching experience across higher education, vocational education and training and secondary education, specialised in media teaching and staff development. She is recognised as an AITD Fellow for her extensive contribution to the tertiary education and training sectors. Kate has been a longstanding member of the ePortfolios Australia Organising Committee and a founding member of the TELedvisors ASCILITE Special Interest Group. Kate is interested in research related to ePortfolios, educational technology, learning design, student equity, and academic and staff development. 

Dr Keith Heggart is a lecturer in Learning Design and an early career researcher with a focus on learning and instructional design, educational technology and civics and citizenship education. He is currently exploring the way that online learning platforms can assist in the formation of active citizenship amongst Australian youth.

Dr Kashmira Dave is a lecturer in Academic Development at UNE. She has about 18 years of experience working in universities in Australia. She taught widely in the area of ICT in education, STEM, Research methodologies and other areas of preservice teacher education. Her expertise is in higher education's broad umbrella of learning and teaching. She is interested in learning design, assessment and multimedia learning.

Fabienne Loveder, Pebblepad; Christian Carbjosa & Marty Sison, Charles Darwin University

Abstract

Unlock the potential of inclusivity in ePortfolios! Join our workshop at the ePortfolio Forum, spotlighting accessibility features within PebblePad. Listen into a guided exploration of tools and strategies that empower educators and learners alike. Consider how to overcome accessibility barriers in learning experiences and assessments, ensuring engagement for all. Learn practical techniques to enhance content readability, navigation, and interaction. Discover PebblePad's capabilities to build ePortfolios that truly cater to diverse needs. Elevate your understanding and practice of accessibility – reserve your spot now and embark on a journey toward universal learning empowerment. 

Presenter information

Fabienne Loveder 

I joined PebblePad as a Product Manager in January 2021 and took on the role of Accessibility Champion towards the end of 2021. My role includes figuring out what problems need to be solved, in what order, and what success looks like for our product. As the Accessibility Champion, I manage the backlog of accessibility fixes and improvements for the whole Engineering team, coordinate testing and prioritise which areas need our attention the most. I also advocate for learning about accessibility and guiding people to providing more accessible resources.

Christian Carbajosa is a Learning Resource Developer supporting teaching and learning with a focus on online delivery. Christian uses his specialties in visual design and multimedia to developing quality learning resources ensuring standards of accessibility, interactivity and engagement are met.

Marty Sison is a dedicated Learning Designer with a strong background in educational technology. With prior experience as a Learning Resource Developer and Learning Technologist, Marty has honed his skills in creating effective learning materials and leveraging technology to enhance educational experiences. He is constantly seeking innovative ways to foster engaging and meaningful educational environments whilst believing that empowering educators and learners alike is key to achieving successful outcomes.

Critical reflection on using ePortfolios as an assessment tool in order to engage with learners in 2023
Bronwyn Alton, Toi Ohomai

The learning environment continues to change as new technologies emerge and the demand from students for innovative learning and assessment methods continues. This has meant that I have adapted and responded in order to ensure I continue to deliver a learning experience that engages students.
I felt courageous five years ago and used an ePortfolio as an assessment and since then, I have been using ePortfolios as a way to engage students in their own learning journey. Over this time, I have gathered feedback from students and colleagues to improve the ePortfolio experience for students and myself. 

Reflecting on my experience, this presentation will share my learnings, what has worked well and the challenges that I have faced. I aim to inspire others to be courageous in using ePortfolios as a tool for creating innovative learning experiences in order to create students of merit.

Portfolio pedagogies in pre-service art and design education: Emerging, Connecting, Sustaining
Anna Farago, Kathryn Coleman, Sarah Healy, Stephen Nicholls, Jennifer Thy & Ana Ward Davies, University of Melbourne

Portfolio pedagogy is about designing deep sustained learning. It’s about connecting, sustaining, and creating learning opportunities for developing an understanding of the self through ongoing reflection on and in action. It is found when assessment is designed as an authentic and evidence-based learning experience that offers time to see emergent threads in the curation of practice. So how do we create assessment encounters for pre-service teachers that will scaffold, model and generatively offer them opportunities to learn through assessment how to teach with portfolios in their careers?

In education, we know that merely plugging in ePortfolios to learning environments not designed for explicit, personalised, reflective and creative practice will not work. This paper seeks to explore how we used PebblePad to enable becoming teachers to build an understanding of the self while developing a creative identity through prolonged and sustained reflection, over time in their Master of Teaching ePortfolios. 

Community-making through ePortfolios: Leaning into beautiful risk
Anna Farago, Sarah Healy & Kathryn Coleman, University of Melbourne

In the wake of intensified online learning in the pandemic university, a conscious effort has been made by the visual arts education team at the University of Melbourne to teach and assess in ways that connect, evolve and nurture community.  Working across a variety of sites, using various configurations of bodies and artworks in orbit of each other, explorations of materials and ways of knowing doubled as an exploration of the threshold concepts (Lewis, 2017) of a community currere (Pinar, 1975). Pinar located currere as a slowing down and re-entering of the past, meditatively imagining the future, analysing the past and fantasies of the future to understand the present, and re-entering the lived present. These explorations were configured with/in the subject’s sensory encounters, walking sessions, exhibition visits and the innovative use of digital platforms that created the conditions for rhythms of learning that fostered unity and a sense of collectiveness.  

What I learned from interviewing 30 portfolio practitioners
Kristina Hoeppner, Mahara/Catalyst IT

In this presentation I will share insights from portfolio practitioners and researchers who have shared their practice, tips, and reflections on their work in my podcast 'Create. Share. Engage.' These records are now part of our portfolio community history and complement the academic work that they have already produced and will continue to contribute to our field.

Authentic Assessment in Action: Fostering evaluative judgement in cybersecurity
Leanne Ngo, La Trobe University

Through this presentation, the presenter will unravel the integral role of authentic assessment in shaping evaluative judgement, which concurrently fosters robust cyber security skills and professional aptitude. As we step beyond conventional pedagogies, the session will spotlight how innovative educational strategies are being harnessed to curate professional skills in cybersecurity. 

Dr Debra Hoven & Margaret Rauliuk, Athabasca University

Abstract

“My EdD course work provided opportunity in two courses to experience eportfolio pedagogy as a component of summative assessment. As a deliberate action of decolonization, I began to explore the idea of using eportfolio as a structure by which to present my dissertation: a critical digital autoethnography exploring my response to the TRC (2015) calls to action.” Margaret began. “When we first started talking about it, it became clear in this would take longer than I expected, and I shouldn’t hold my breath. It would take time to challenge the tradition of monograph.”

“I did not say ‘hell would freeze over first’” Debra responds. “Not in actual words.”

This conversation begins with a collaborative reflection about the adventure of using eportfolio as a vehicle to decolonize the dissertation, and invites participants to consider the following questions to begin:

• What do you think of an eportfolio dissertation?

• What are your experiences?

Presenter information

Dr Debra Hoven

Debra Hoven researches and teaches in the areas of appropriate technologies in education, open, flexible and blended learning and pedagogy, and appropriate technologies for intercultural education and learning in the MEd and EdD programs in the Centre for Interdisciplinary Studies at Athabasca University, Canada. Her major current areas of research interest are in digital storytelling to support success in Indigenous education and educational leadership, eportfolios as a tool to develop critical reflection and lifelong and life-wide learning, Indigenous research methodologies, doctoral student mentorship to support persistence and success, and Ecological Constructivism as a learning theory that fits with contemporary understandings of how people learn, particularly in online, blended and mobile environments. She has held numerous research and teaching development grants, particularly relating to interculturally-appropriate uses of technology in learning and teaching, development of reflection among eportfolio students and facilitators, digital storytelling, and flexible and emerging pedagogies.

Margaret Rauliuk

Grateful to live on the ancestral lands of the Lekwungen speaking people, over the past 34 years, Margaret has had a geographically diverse career as registered nurse, nurse practitioner and nurse practitioner educator. She is a founding Director and first Vice-Chair of the Association of Regulated Nurses of Manitoba serving as ARNM Board Chair from 2016-2018, representing Manitoba as a Canadian Nursing Association Board Director. She has published and presented on a variety of topics at the local, provincial, national, and international level. Currently a doctoral student in an online Doctorate of Education, she is interested in supporting the disruption of colonialism in online advanced nursing education. 

Christine Slade, University of Queensland

Abstract

Each year the Forum draws together those interested in ePortfolios, all with unique perspectives depending on their role and institutional context. We only know general ways ePortfolios are used within our community of practice, for example, an enthusiast may be championing ePortfolio pedagogies across one or more courses (unit), or coordinating student learning across work placements, or for employability to name just a few.  The diversity of use is to be celebrated!  However, the question comes as to whether others recognise the labour involved in using and supporting ePortfolio pedagogies and the care efforts that accompany the work. It is important that we share our perspectives and experiences with others so as a collective we know what elements contribute to the sustainability and success of ePortfolio use. This facilitated conversation will start with a brief background presentation as a stimulus for group discussion across the dual delivery mode. It will be followed by a time for discussion from all participants to enhance a shared understanding of current ePortfolio practice. I look forward to hearing from you.

Presenter information

A/Prof Christine Slade, PhD PFHEA is an Associate Professor in Higher Education in the Institute for Teaching and Learning Innovation at the University of Queensland. For the past four years, Christine has been actively involved with the Association of Authentic, Experiential and Evidence Based Learning (AAEEBL) Task Force on Digital Ethics and ePortfolios. Additionally, she is a long-standing member of the Australian ePortfolio Forum organising committee. Christine currently leads the research project titled ‘Mapping ePortfolio Practice in Tertiary Education in Australia and New Zealand’. Prior to this, she was a co-investigator in a multi-university research project focused on exploring digital ethics for students in using data from their ePortfolios. Christine is an active learning advisor for ePortfolio implementation and research leader. See Christine's information and publication history.

Bill Wade, Charles Darwin University

Abstract

Using a digitally interactive poster we will share some of our initial findings from a range of professional development approaches to build digital capability and understanding of program-wide ePortfolios.  Introducing the PebblePad platform to staff and students at CDU and encouraging adoption and a positive experience for students, has necessitated a varied approach.  You will interact using a sliding scale tool to reflect upon our approaches and our initial findings, in comparison to your own experience within your context.

Presenter information

Bill Wade is the Associate Director of Digital Learning Design at Charles Darwin University.  Award winning and effective business and educational leader in the field of creative arts and industry, teacher education and online education / training. Experiences spanning both Canada and Australia and in regional and remote locations. Bill has demonstrated strengths as an academic leader / scholar (formerly Coordinator, Teacher Education Programs, Head of School, and Associate Dean Teaching and Learning).

Abigail Lewis, Edith Cowan University; Jill Lyall & Claire Bowmer, Flinders University

Abstract

With the increasing emphasis in higher education on authentic assessment, development of professional identities within areas of expertise, and Work Integrated Learning, more attention is being drawn to how Learning Outcomes and Graduate Attributes encompass or integrate industry developed standards and codes of practice. The tendency is for these types of standards to be assessed within Work Integrated Learning environments, often using ePortfolios to collect evidence against such standards, and also often as a capstone course.

There seems to be little work done to date on best practice for doing this. It is often difficult to create wholistic assessment experiences for students at the same time covering off exhaustively on all industry standards. This can turn into a negative and time consuming experience for students if not designed carefully. Some attempts are being made to create more wholistic approaches to this integration, by ensuring the “bigger picture” is represented and designing assessment activities that allow wholistic and many-faceted assessments that will capture broad ranges of outcomes and standards.

This Interactive Poster will pose issues and questions to be resolved in developing assessment systems that are rewarding and meaningful for students while integrating required industry standards and assisting them to develop their professional identities. We hope to stimulate some discussion going forward as to how ePortfolios can assist with this work.

Presenter information

Abigail Lewis has had over 25 years’ experience as a speech pathologist in both the UK and Australia. Clinical education is also her main research area: how to enhance students' learning before, during and after their clinical placements, using a range of innovative tools including videos, reflection and ePortfolios. She is also interested in how to better prepare clinical educators to supervise students, facilitating the development of a unique reflective supervision training package for WA. She has articles published in the Journal of Clinical Practice in Speech Language Pathology, the Journal of Teaching and Learning for Graduate Employability, the Journal of Interprofessional Care, and the Journal of University Teaching and Learning Practice. She has completed a Masters of Health Science in Developmental Disability and a Graduate Certificate in Higher Education. She is a Certified Practicing Speech Pathologist as accredited by Speech Pathology Australia. She is also a HERDSA fellow and was awarded an OLT citation for outstanding contributions to student learning in 2017. She is currently completing her PhD with the topic of professional identity development in speech pathology students.

Jill Lyall is a Learning Designer at Flinders University with experience supporting programs with linking to industry standards in their eportfolio programs. Jill has worked in learning design at Australian National University and UNSW in and the VET sector.

Claire Bowmer is a Learning Designer at Flinders University. She has a Masters in Education, and a specialises in visual communication for education. Her interest in ePortfolios is in using learning artefacts for making learning visible. 

Dr Ali Dulfikar, Shari Bowker, & A/Prof Christine Slade, University of Queensland

Abstract

By harnessing the power of Ipsative Feedback Literature, we are re-imagining the way we structure our Workplace Integrated Learning courses. At the heart of our innovative approach is Ipsative Feedback Literature, which has inspired us to re-imagine the structure of our Workplace Integrated Learning courses and how they interact with ePortfolios. Our ultimate goal is to create a culture of reflection and feedback literacy while simultaneously increasing sustainability. To achieve this, we are carrying forward assessments completed in the third year of Workplace Integrated Learning courses to our capstone program. By encouraging students to retrieve and apply feedback from past assessments, we aim to enhance their reflective competency and feedback literacy, setting them up for success in their future careers.

Presenter information

Dr Ali Dulfikar

Dr Ali Dulfikar is the course coordinator and lecturer of all practicum subjects as they pertain to Sports Science, Exercise Science and Exercise physiology. Ali has a keen interest in transforming feedback literacy through tweaks in the pedagogy and technologies. Ali's PhD focuses on rehabilitation with brain cancer patients with terminal diagnosis. With improved feedback literacy, students will be better prepared to make the transition from university into workplace settings.

Shari Bowker

Shari’s focus on portfolio pedagogies fosters assessment designs for student-driven learning and feedback uptake to encourage the development of reflective, self-regulated learners. She partners with colleagues within ITaLI and Faculties to map out the pedagogical purposes of using ePortfolios to capture students’ educational journeys and professional identity development.  Her student-staff partnerships facilitate collaborative learning of how ePortfolios support digital identities and employability awareness from the student’s point of view.

A/Prof Christine Slade

Associate Professor Christine Slade PFHEA is an academic at The University of Queensland’s Institute for Teaching and Learning Innovation (ITaLI). Her primary areas of expertise are assessment, academic integrity, and more recently artificial intelligence in education; she contributes to UQ’s strategic priorities in these areas. Christine has been recognised for her outstanding contributions to student learning and academic integrity. In 2022 she was awarded a UQ Citation for Outstanding Contributions to Student Learning for her assessment work.