Session information: Abstracts and Speakers

Presenter information

Associate Professor Jack Wang

Associate Professor Jack Wang has applied his interdisciplinary research background in Microbiology, Bioinformatics, and Information Technology towards scalable models of online Science Education. He has made over 300 educational videos which have been seen by 2 million users from 80 countries, and his work has been recognized through national teaching awards. In 2020 he was named the AAUT Australian University Teacher of the Year, the Australian Society for Microbiology Teacher of the year, and his most recent work on science communication can be found on his podcast and YouTube channel Biolab Collective

Kristina Hoeppner , Catalyst

Abstract

In this workshop, you will be exploring reflection with the help of generative AI. You will have the chance to use an AI tool for your own reflection and then also explore the options available for educators to incorporate the tool in their learning design activities. As a group, we will discuss if and if so, how this might be used in portfolio practice and compare the use of AI in this context to a more traditional reflection prompt approach. We will also touch on digital ethics topics such as data privacy, accessibility, and universal design for learning.

Presenter bio

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 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.

Julie Lindsay, Dr Katrina Cutcliffe, and Dr Neil Martin, The University of Queensland

Abstract

Recently the Create@UniSQ student portfolio initiative has become business as usual at UniSQ providing an opportunity for real-world, authentic portfolio development aligned with objectives in our Education Plan that include Work Integrated Learning (WIL), employability, and professional identity. The program has encouraged rethinking the purpose and function of portfolios for students - both technically and pedagogically. This workshop will share the challenges and overall successes of the award winning Create@UniSQ student portfolio program from its inception to current reality. Whole-university change is difficult, however this session will encourage participants to examine the processes we have put into place and explore their own context in terms of institutional change, adaptability and flexibility in learning. A key focus is on development of a Community of Practice around student portfolios that actively shares practice, collectively solves problems and provides support for colleagues.

Presenter bio

Dr Julie Lindsay is the Senior Education Technology Advisor in the Learning and Teaching Futures Portfolio at the University of Southern Queensland. In this role she is a thought leader and change agent advocating for digital transformation through embedded educational technologies and relevant pedagogies. Julie has 35+ years’ experience in K-12 schools and higher education. In 2023 she was awarded the Vice Chancellor’s Excellence Award for University Educational Leadership "For fostering student reflective learning, employability and professional identity through a university-wide, sustained initiative leading to changed academic practice through integration of online portfolios". Artificial Intelligence is firmly on her agenda and she leads the AI Pedagogy Project at UniSQ, an initiative that aims to harness the power of artificial intelligence (AI) to reimagine traditional approaches to education and foster innovation in teaching and assessment methods. Key research interests include the process for innovation and pedagogical change leveraged by educational technology and curriculum-embedded online global collaborative learning. 

Dr Katrina Cutcliffe works as a Learning and Teaching Quality Partner for the central unit, Learning and Teaching Futures. Her work was integral to the development of Create@UniSQ portfolios. 

Dr Neil Martin is a Digital Curriculum Designer in the Academic Affairs portfolio. His work and support of the Create@UniSQ project was motivated by the need to see effective change to digitally fluent and transferable tools.

Marie B. Fisher (Bernie), The University of Queensland

Abstract

The purpose of this workshop is to explore some of the challenges and opportunities that HDR students face when developing a ‘living eportfolio.’  Identification of key issues that arise during their four year candidature will be used to inform and plan an educational framework within which to support methods that HDR students, their supervisors or professionals in the field (such as learning designers or teachers) to encourage learning beyond the educational milestones required by their respective university such as confirmation, mid degree review and prior to submission. It is expected that the model and activities the group develop will be adaptable to needs of diverse students (and age cohorts). It is expected that this approach could also be used in a VET or a similar tertiary education context.

Presenter bio

Marie is a multidisciplinary academic and a full-time PhD student at the University of New England, having worked for many years in the Faculty of Education and Arts at ACU. She has expertise in university teaching, mentoring and reflective practice.  In November 2023 she Chaired an international conference: The London International Conference on Education at Oxford University in the UK,  presented her research on Higher Degree by Research students’ (HDR) resilience and facilitated resilience mentoring sessions for new and experienced academics. She is the Chair of the HERDSA ACT Branch in Australia and an Associate Fellow of HERDSA. In addition, she is a senior fellow (SFHEA) accredited by Advance HE in the UK. She received an Australasian Team-Teaching award for Contemporary Approaches to University Teaching in 2018. Her recent, multi-disciplinary international research and current PhD studies, focus on academic resilience, mentoring, ePortfolios, teaching practice using technology and digital wellbeing.

Lauren Cox , Shari Bowker and Christine Slade, University of Southern Queensland

Abstract

The Graduate Teaching Associates Program (GTA) is a professional learning program at The University of Queensland. It is designed to develop the knowledge and practical skills of the next generation of great educators. An ePortfolio is used to support the learning activities within three modules which encourage peer-to-peer learning and reflection on one’s current practice in light of contemporary theory and research on effective teaching practice. Participants experience the benefits of ePortfolios firsthand while they develop their ePortfolio to evidence teaching experience. Pedagogically, the ePortfolio also provides a medium to enhance the participants’ student and teacher feedback literacy. Overall, the ePortfolio has offered versatility, through supporting recognition of learning, continuous professional development, and creating a professional portfolio for further certification pathways.  

Presenter bio

Lauren Cox is the program lead of the Graduate Teaching Associates Program at the University of Queensland, successfully embedding ePortfolios in the program. Lauren is a Fellow in the Higher Education Academy, providing education over the past 10 years, across higher education and the health industry, nationally and internationally. With a keen interest in academic staff and their sustainability in the workforce, Lauren has commenced a PhD, exploring the mental health of academic staff in higher education.  

Shari Bowker is the Learning Designer for ePortfolios at the Institute for Teaching and Learning Innovation (ITaLI) at the University of Queensland. Shari has accumulated over a decade of experience in higher education. She holds a Master of Education from Deakin University and focuses on work-integrated learning assessment design and professional development.  Her educational research centres on ePortfolios and feedback literacy for teaching and learning. Additionally, she is an active member of the ePortfolios Australia organising committee. 

Associate Professor Christine Slade works in the Institute for Teaching and Learning Innovation (ItaLI) at the University of Queensland, where she is the academic lead for assessment and academic integrity,  Christine has been a member of the Association of Authentic, Experiential and Evidence Based Learning (AAEEBL) Task Force on Digital Ethics and ePortfolios for the five  years and a member of the Australian ePortfolio Forum organising Committee since 2017. She is an active learning advisor for ePortfolio implementation, focusing on pedagogical outcomes for students and practical research outcomes – see https://researchers.uq.edu.au/researcher/14189 for more information and publication history. 

Tanya Henry and Dr Nicole Stormon, The University of Queensland

Abstract

This presentation provides details into the innovative programmatic assessment design that integrates eportfolios, crafted with a strategic backwards design approach from the curriculum's inception. Eportfolios were a strategic element in developing the assessment for the Doctor of Dental Medicine program at The University of Queensland. Drafted 18 months prior to the program's launch for industry endorsement, this design aligns with accreditation standards. The session will provide insights from various stakeholders, including the assessment developer, students, course coordinator, program lead, and eportfolio specialist. It explores the application of pedagogical theories and the impact and outcomes for all involved. The paper will include details of pedagogical theories such as feedback loops linking assessments across courses and showcases how strategic planning and how collaborative design has resulted in an accredited, industry-approved program, highlighting the results and implications of such an approach. 

Presenter bio

Tanya is a Learning Designer at the Institute of Teaching and Learning Innovation and crafts assessments to enhance the quality of educational practice and the educational experience across the University. With a Master of Learning and Development focusing on adult education, Tanya is passionate about high-quality and innovative educational curriculum design. Tanya has redesigned a number of tertiary qualifications to achieve the highest quality outcome for students by introducing real-world experiences and blended course delivery. Supporting educators has become a passion for Tanya and she has developed and taught online and face-to-face state-wide compliance and professional learning programs within tertiary education. Tanya has redesigned a number of tertiary qualifications to achieve the highest quality outcome for students by introducing real-world experiences and blended course delivery. Supporting educators has become a passion for Tanya and she has developed and taught online and face-to-face state-wide compliance and professional learning programs within tertiary education. 

Dr Nicole Stormon is a Senior Lecturer at the University of Queensland and AHPRA registered Oral health therapist. The current and inaugural Program Convenor for the School of Dentistry's Doctor of Dental Medicine. She is also the Principal Research Fellow for Queensland Health Metro North Community and Oral Health.  

Nicole Stormon has publications in high quality journals, numerous conference presentation and research collaborations. Health service research is a central theme of her research, with ongoing collaborations with Queensland Health to develop evidence-based and cost-effective models of dental care. She has extensive experience in the analysis of complex quantitative health service data and large longitudinal cohort studies. Nicole is experienced in relevant health services research methods including qualitative, scoping methods and consumer engagement. Translating evidence into practice can be challenging, however her research aims to implement innovations and generate new knowledge to better patients' oral health outcomes. Being a clinician herself and her effective collaborations to the health service are key to bridging the knowledge-implementation gap. 

Marie B. Fisher (Bernie), University of New England

Abstract

Encouraging personalised learning using ePortfolios for Higher Degree by Research (HDR) students should not only focus on the collection of artefacts that show that they have reached milestones in their research studies. Humanistic potential and individuality should be reflected in the learning process within and external to the university through collaboration, employment experience and community engagement. The aim of this paper is to explore how ePortfolios can be adapted, using a self-reflective approach, to support the unique needs and goals of HDR students. What support do different types of HDR students need to develop a useful ‘living’ portfolio? How could we scaffold tasks using educational theory to develop an approach to support transformation of learning and development for online HDR students? What strategies could we adopt to encourage continuing engagement of these students in their journey? It is expected that this exploration will reveal different types of support that could be adapted to build collaborative, theoretical approaches that lead to development or employment opportunities for HDR students who are often more isolated online.

Presenter bio

Marie is a multidisciplinary academic and a full-time PhD student at the University of New England, having worked for many years in the Faculty of Education and Arts at ACU. She has expertise in university teaching, mentoring and reflective practice.  In November 2023 she Chaired an international conference: The London International Conference on Education at Oxford University in the UK,  presented her research on Higher Degree by Research students’ (HDR) resilience and facilitated resilience mentoring sessions for new and experienced academics. She is the Chair of the HERDSA ACT Branch in Australia and an Associate Fellow of HERDSA. In addition, she is a senior fellow (SFHEA) accredited by Advance HE in the UK. She received an Australasian Team-Teaching award for Contemporary Approaches to University Teaching in 2018. Her recent, multi-disciplinary international research and current PhD studies, focus on academic resilience, mentoring, ePortfolios, teaching practice using technology and digital wellbeing.

Nanette Cawcutt, Shari Bowker and Christine Slade, University of Southern Queensland

Abstract

The Pharmacy Intern Program (ITP) is a unique program embedded within a Graduate Certificate of Pharmacy Practice mandated by the Pharmacy Board of Australia to enable provisionally registered pharmacists to gain registration. The proposed paper describes how embedding an ePortfolio in the design facilitates an integrated flexibly delivered program, consisting of workplace activities that motivate students to track their own development against the required performance outcomes.  

The program’s objective is to facilitate student interns working in a pharmacy context to apply their undergraduate learnings to practice. Through a constructivist lens informed by self-determination theory (SDT), we will consider why some students struggle to identify their own knowledge gaps. Further we explore how to enhance our ePortfolio design and support mechanisms to enable students to plan and fill those gaps. 

Presenter bio

Nanette Cawcutt is a practicing community pharmacist and associate lecturer at the University of Queensland. Her current role is to coordinate and deliver the Pharmacy Board mandated Intern Training Program in Queensland on behalf of the National Alliance of Pharmacy Education. She holds a Graduate Diploma in Clinical Pharmacy and has been recognised as a consultant in education by the Australia and New Zealand College of Advanced Pharmacy. She has worked in multiple scopes of practice and has a passion for ensuring that emerging pharmacists are competent and confident in transitioning to independently practicing healthcare professionals. 

Shari Bowker is the Learning Designer for ePortfolios at the Institute for Teaching and Learning Innovation (ITaLI) at the University of Queensland. Shari has accumulated over a decade of experience in higher education. She holds a Master of Education from Deakin University and focuses on work-integrated learning assessment design and professional development.  Her educational research centres on ePortfolios and feedback literacy for teaching and learning. Additionally, she is an active member of the ePortfolios Australia organising committee. 

Associate Professor Christine Slade works in the Institute for Teaching and Learning Innovation (ItaLI) at the University of Queensland, where she is the academic lead for assessment and academic integrity,  Christine has been a member of the Association of Authentic, Experiential and Evidence Based Learning (AAEEBL) Task Force on Digital Ethics and ePortfolios for the five  years and a member of the Australian ePortfolio Forum organising Committee since 2017. She is an active learning advisor for ePortfolio implementation, focusing on pedagogical outcomes for students and practical research outcomes – see https://researchers.uq.edu.au/researcher/14189 for more information and publication history. 

Dr Dianne Stratton-Maher and Dr Julie Lindsay, University of Southern Queensland

Abstract

Over the past three years the Create@UniSQ student portfolio initiative has replaced the outdated Mahara platform providing an opportunity for real-world, authentic portfolio development aligned with UniSQ Education Plan objectives including Work Integrated Learning (WIL), employability, and professional identity. The program has encouraged rethinking the purpose and function of portfolios for students - both technically and pedagogically. As we shift understanding and mobilise new approaches to student success linked with changing global expectations of graduate capabilities the focus is on personalised learning and student empowerment. The versatile WordPress platform provides choice for student individuality and accessibility to online publishing skill development that is transferable across different occupations.

Although we have encountered some challenges along the way, we have used these learnings to systematically and collaboratively develop a process for innovation and adoption of portfolio technology into curriculum. Central to this was to build communities of practice around technical and pedagogical change for enhanced student choice, accessibility and future success.

Presenter bio

Dr Dianne Stratton-Maher boasts over three decades of experience as a Registered Nurse, primarily in intensive care nursing. Transitioning into academia twelve years ago, Dianne obtained a Graduate Diploma in Education and a Master’s in Advanced Clinical Education, showcasing her dedication to advancing nursing education. In 2023, she was awarded a Senior Fellowship in the Higher Education Academy (HEA) and a University Learning and Teaching Award for her ‘Digital WordPress portfolio assessment fostering transformative learning’. Currently, as the First Year Student Experience Coordinator at the University of Southern Queensland and Course Coordinator for a first-year course in the Bachelor of Nursing program, Dianne is undertaking research funded by a UniSQ Learning and Teaching Grant to incorporate Generative AI into assessments.  Her dedication to fostering an engaging learning environment prepares students for the challenges of the evolving healthcare landscape, empowering them to emerge as forward-thinking professionals in the nursing profession.

Dr Lisa Jacka is a senior lecturer at the University of Southern Queensland in the School of Education. She has over 20 years of experience in Higher Education at UniSQ, SCU, JCU and UNE. Her outstanding contribution to higher education scholarship of teaching and learning was recognised with acceptance as a Fellow of the Higher Education Academy in 2019. As an academic, she has contributed to integrating technology for Early Childhood, Primary, Secondary and Tertiary education. She has been an innovator in online education for most of her career with her focus on engaging learners through the integration of emerging technologies. She was awarded a Vice-Chancellor’s Citation for Excellence in Student Engagement for innovative design and delivery of online learning experiences that facilitate education students’ readiness to teach in learning environments of the future in 2015. Her PhD research investigated Virtual Worlds in teacher education to promote innovative pedagogy. The study provided the basis for her sole-authored book Using Virtual Worlds in Educational Settings: Making Learning Real.

Shari Bowker and Ben Cossalter, University of Southern Queensland

Abstract

In the evolving landscape of higher education, generative AI has emerged as a powerful tool for enhancing ePortfolios within the curriculum. This paper explores a realistic yet conceptual application of an AI model (Cossalter, 2024) designed to help educators identify aspects of assessment design and practice that can leverage AI to improve quality, efficiency, and student learning outcomes. Focusing on ePortfolios for teaching and learning, we provide examples in three categories, offering guidance and suggestions for common challenges. 

Presenter bio

Shari Bowker is the Learning Designer for ePortfolios at the Institute for Teaching and Learning Innovation (ITaLI) at the University of Queensland. Shari has accumulated over a decade of experience in higher education. She holds a Master of Education from Deakin University and focuses on work-integrated learning assessment design and professional development.  Her educational research centres on ePortfolios and feedback literacy for teaching and learning. Additionally, she is an active member of the ePortfolios Australia organising committee. 

Ben Cossalter is a Learning Designer in the UQx Team at the University of Queensland, which develops massively open online courses that are available freely to anyone in the world. Ben has over 16 years’ experience in secondary and tertiary education, and is focused on developing creative and innovative experiences for online students. He has a strong interest in the applications of artificial intelligence and is the developer of the Remote Control Model of AI for tertiary education. 

Dr. Timothy Holt and Dr Julie Lindsay, University of Southern Queensland

Abstract

As part of a shift towards a more Work Integrated Learning (WIL) focus of the UniSQ Masters science programs, a core course, Essentials for Professional Scientists, began integrating the ePortfolio system into its structure. The course has a diverse range of students, from such programs as agriculture, astrophysics, and computer science students who develop research questions that align with their program and interests. The use of the ePortfolio here allows students to showcase their work and individuality, while offering them the chance to develop a useful tool to present to future employers and supervisors. This process was first incorporated this year (2024) and here we present how this was conducted, along with some preliminary results.

Presenter bio

Dr. Timothy Holt is currently a lecturer of Astronomy and Science education at the University of Southern Queensland. In this capacity he has worked to diversify the pedagogical outcomes of the courses, creating a diverse learning experience for students. In the Masters Science courses, Tim has worked in an interdisciplinary manner enhancing the intrinsic motivation of students. Throughout the astronomy courses, which range from undergraduate, to graduate level, Tim strives to enhance student learning with the latest astronomical advances. Tim's scientific interest lies in asteroid astrocladisicts and dynamical simulations, for which he has mentored Masters level students in the exploration there of. In a broader context, Tim is interested in the taxonomy and dynamics of Solar system bodies, as well as Exoplanets.

Dr Julie Lindsay is the Senior Education Technology Advisor in the Learning and Teaching Futures Portfolio at the University of Southern Queensland. In this role she is a thought leader and change agent advocating for digital transformation through embedded educational technologies and relevant pedagogies. Julie has 35+ years’ experience in K-12 schools and higher education. In 2023 she was awarded the Vice Chancellor’s Excellence Award for University Educational Leadership "For fostering student reflective learning, employability and professional identity through a university-wide, sustained initiative leading to changed academic practice through integration of online portfolios". Artificial Intelligence is firmly on her agenda and she leads the AI Pedagogy Project at UniSQ, an initiative that aims to harness the power of artificial intelligence (AI) to reimagine traditional approaches to education and foster innovation in teaching and assessment methods. Key research interests include the process for innovation and pedagogical change leveraged by educational technology and curriculum-embedded online global collaborative learning. 

Julie can be found on LinkedIn

Associate Professor Christine Slade and Shari Bowker, University of Southern Queensland

Kristina Hoeppner, Catalyst

Professor Patsie Polly, University of New South Wales

Abstract

In 2023, the Australian and New Zealand ePortfolio community in tertiary education was surveyed to understand current practices and consider future implications. The research team, comprising experts with extensive ePortfolio experience from diverse perspectives - educator, learning designer, vendor, and private business - conducted this survey following a similar one in North America earlier that year. The surveys are purposefully related, featuring similar questions where possible to allow for future comparisons of experiences and practices across the two regions. Fifty-five staff members from Australian and New Zealand tertiary institutions, including information technologists, learning designers, educators and administrators, participated in the survey. The proposed paper presents early findings and will inform an in-depth workshop at the Forum for further discussion with attendees. Understanding the conditions faced by staff involved in ePortfolio use is crucial to improving support, advocating for the practice, and enhancing ePortfolio implementation.

Presenter bio

Associate Professor Christine Slade works in the Institute for Teaching and Learning Innovation (ITaLI) at the University of Queensland, where she is the academic lead for assessment and academic integrity,  Christine has been a member of the Association of Authentic, Experiential and Evidence Based Learning (AAEEBL) Task Force on Digital Ethics and ePortfolios for the five  years and a member of the Australian ePortfolio Forum Organising Committee since 2017. She is an active learning advisor for ePortfolio implementation, focusing on pedagogical outcomes for students and practical research outcomes – see https://researchers.uq.edu.au/researcher/14189 for more information and publication history. 

Shari Bowker is the Learning Designer for ePortfolios at the Institute for Teaching and Learning Innovation (ITaLI) at the University of Queensland. Shari has accumulated over a decade of experience in higher education. She holds a Master of Education from Deakin University and focuses on work-integrated learning assessment design and professional development.  Her educational research centres on ePortfolios and feedback literacy for teaching and learning. Additionally, she is an active member of the ePortfolios Australia organising committee. 

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 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.

Professor Patsie Polly is the Director and a Scientia Education Fellow, UNSW Scientia Education Academy, Education Focused Academic, Professor in Pathology, and co-leads the Digital and Immersive Education Research Group within the School of Biomedical Sciences, Faculty of Medicine and Health, UNSW Sydney. Recognised nationally and internationally as a medical research scientist, leading teacher and innovative education researcher/ practitioner, she has infused her extensive medical research experience into the classroom at UNSW Sydney to research integrated learning, facilitate student reflective practice and professional skills development. Patsie is an invited international AAEEBL Board member and committee member of ePortfolios Australia. 

Julie Lindsay, Dr Katrina Cutcliffe and  Dr Neil Martin, University of Southern Queensland

Abstract

Over the past three years the Create@UniSQ student portfolio initiative has replaced the outdated Mahara platform providing an opportunity for real-world, authentic portfolio development aligned with UniSQ Education Plan objectives including Work Integrated Learning (WIL), employability, and professional identity. The program has encouraged rethinking the purpose and function of portfolios for students - both technically and pedagogically. As we shift understanding and mobilise new approaches to student success linked with changing global expectations of graduate capabilities the focus is on personalised learning and student empowerment. The versatile WordPress platform provides choice for student individuality and accessibility to online publishing skill development that is transferable across different occupations.

Although we have encountered some challenges along the way, we have used these learnings to systematically and collaboratively develop a process for innovation and adoption of portfolio technology into curriculum. Central to this was to build communities of practice around technical and pedagogical change for enhanced student choice, accessibility and future success.

Presenter bio

Dr Julie Lindsay is the Senior Education Technology Advisor in the Learning and Teaching Futures Portfolio at the University of Southern Queensland. In this role she is a thought leader and change agent advocating for digital transformation through embedded educational technologies and relevant pedagogies. Julie has 35+ years’ experience in K-12 schools and higher education. In 2023 she was awarded the Vice Chancellor’s Excellence Award for University Educational Leadership "For fostering student reflective learning, employability and professional identity through a university-wide, sustained initiative leading to changed academic practice through integration of online portfolios". Artificial Intelligence is firmly on her agenda and she leads the AI Pedagogy Project at UniSQ, an initiative that aims to harness the power of artificial intelligence (AI) to reimagine traditional approaches to education and foster innovation in teaching and assessment methods. Key research interests include the process for innovation and pedagogical change leveraged by educational technology and curriculum-embedded online global collaborative learning. 

Dr Katrina Cutcliffe worked as a Learning and Teaching Quality Partner for the central unit, Learning and Teaching Futures. Her work was integral to the development of Create@UniSQ portfolios. 

Dr Neil Martin is a Digital Curriculum Designer in the Academic Affairs portfolio. His work and support of the Create@UniSQ project was motivated by the need to see effective change to digitally fluent and transferable tools.

Assoc Prof Christine Slade, Shari Bowker, University of Queensland

Kristina Hoeppner, Catalyst IT,

Prof Patsie Polly, UNSW Sydney

Abstract

The purpose of this workshop is to explore some of the challenges and opportunities that HDR students face when developing a ‘living eportfolio.’  Identification of key issues that arise during their four year candidature will be used to inform and plan an educational framework within which to support methods that HDR students, their supervisors or professionals in the field (such as learning designers or teachers) to encourage learning beyond the educational milestones required by their respective university such as confirmation, mid degree review and prior to submission. It is expected that the model and activities the group develop will be adaptable to needs of diverse students (and age cohorts). It is expected that this approach could also be used in a VET or a similar tertiary education context.

'There is opportunity to be part of the research data collection process as a secondary purpose of the workshop'.

Presenter bio

Shari Bowker is the Learning Designer for ePortfolios at the Institute for Teaching and Learning Innovation (ITaLI) at the University of Queensland. Shari has accumulated over a decade of experience in higher education. She holds a Master of Education from Deakin University and focuses on work-integrated learning assessment design and professional development.  Her educational research centres on ePortfolios and feedback literacy for teaching and learning. Additionally, she is an active member of the ePortfolios Australia organising committee.

Associate Professor Christine Slade works in the Institute for Teaching and Learning Innovation (ItaLI) at the University of Queensland, where she is the academic lead for assessment and academic integrity,  Christine has been a member of the Association of Authentic, Experiential and Evidence Based Learning (AAEEBL) Task Force on Digital Ethics and ePortfolios for the five  years and a member of the Australian ePortfolio Forum Organising Committee since 2017. She is an active learning advisor for ePortfolio implementation, focusing on pedagogical outcomes for students and practical research outcomes – see https://researchers.uq.edu.au/researcher/14189 for more information and publication history. 

Professor Patsie Polly is the Director and a Scientia Education Fellow, UNSW Scientia Education Academy, Education Focused Academic, Professor in Pathology, and co-leads the Digital and Immersive Education Research Group within the School of Biomedical Sciences, Faculty of Medicine and Health, UNSW Sydney. Recognised nationally and internationally as a medical research scientist, leading teacher and innovative education researcher/practitioner, she has infused her extensive medical research experience into the classroom at UNSW Sydney to research integrated learning, facilitate student reflective practice and professional skills development. Patsie is an invited international AAEEBL Board member and committee member of ePortfolios Australia. 

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 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. 

Heather Pate, Edith Cowan University

Abstract

Belonging to a group is central to our need as humans. Being accepted as a member of a group has even been described as a human right, and providing it, a societal obligation (Brownlee, 2020; Calhoun, 2020; Calhoun, 2022). Yet Australian university students continue to struggle with belonging and connection with others (Orygen, 2017; Dingle, Han, & Carlyle, 2022). Equally, it is expected that by completing a degree, a student will be accepted as a member of their discipline's professional community. Two ways to develop students’ sense of belonging are integrating active learning and using digital tools to build community (Mowreader, 2023). In this workshop, participants will engage in active learning to co-create a shared interactive portfolio with a team. The aim of this workshop is to unpack ways to engage students to develop connections along with their learning as they move towards their future communities.

Presenter bio

Heather Pate is a Senior Learning Designer at Edith Cowan University. Heather has been working on how portfolios can be used to support a whole-of-program approach. She is particularly interested in finding ways to both scaffold student learning and provide opportunities for all students to find their own voice. Passionately pro-community. Language nut.  

A purpose-led, eportfolio-based approach to professional learning for novice learning designers
Kate Casey and Stephen Abblitt, Keypath education

There is no real consensus on what or how learning designers should learn. Novice learning designers often face challenges translating theoretical knowledge into practical applications, and traditional professional learning models do not adequately bridge this gap, leaving them unprepared for the breadth and depth of real-world design scenarios and future work contexts—let alone confident in their professional identities or career purposes. This presentation outlines a design-based research project to implement a purpose-led eportfolio-based program that supports novice learning designers to develop the knowledge, skills, mindsets, and values necessary to be effective in their current roles and future careers. The portfolio comprises a verb, impact statement, reflection points, and accompanying artefacts. It is structured by a set of discussion-based activities about meaningful work and reflection on questions of impact, growth, and mindset—with purpose as the ‘glue’ holding everything together, unearthing motivation and making connections to personal meaning. 

Crawl, skip, jump, run? A foray into using AI in portfolios
Kristina Hoeppner, Cat alyst

In this short presentation I will share my observations and experiences around the use of generative AI in portfolio practice and will provide insight into current projects that are undertaken in this area. I will reflect my experiences critically against the AAEEBL Digital Ethics Principles.

Learning in action: e-portfolios and meta learning
Sue Schibeci, University of  New South Wales

Students undertaking work-integrated learning (WIL) benefit from articulating their expectations prior to the commencement of their experience, enabling meaningful and deliberate engagement in their workplace activities, encouraging learning about their own learning processes (meta learning).

Prior to their experience, students identify skills they would most like to practise and set specific goals for each of these. E-portfolios allow students to provide artifacts appropriate to the skill showing the practice of these goals. For example, a series of videos of the same presentation can illustrate the practice and refinement of communication skills and enable the objective observation of areas for improvement.

Regularly contributing to an e-portfolio over the duration of their WIL experience illustrates the process of building student competency in the targeted skills, providing them with real-time, in-action proof. Similarly, if expectations are not met by the workplace reality, students are able to reflect on why and adjust learning accordingly.

Programmatic assessment design using ePortfoio incorporating preceptor feedback in Bachelor of Pharmacy  
Tanya Henry, Jessica Cockerill and Dr Holly Foot, The University of Queensland

This session will provide an overview of the University of Queensland’s, Bachelor of Pharmacy (Hons) program redesign, emphasizing strategic reasons for using eportfolios, innovative assessment approaches, academic use and outcomes, and student voices via co-design with student-staff partnerships. The redesign aligns with accreditation requirements, and integrates realistic, humanistic assessments, encouraging learner autonomy to support personalised learning.

Our holistic approach includes strategically designed work integrated learning (WIL) assessments that align with the whole program  to support the development of reflective practice skills and evaluative judgement.  We have engaged with students as partners to co-design assessments and create materials that support student’s engagement with feedback enable effective use of the eportfolio.

Assessment outcomes have shown that through this Portfolio assessment design, student responses reflected emerging metacognitive skills in reflecting on professional practice during the semester, which sets them up for success in work-integrated learning activities in later courses.

Empowering Lifelong Learning: Leveraging Professional Practice Domains using ePortfolio  
Dr Carol Quadrelli and Clarissa Cook-Watkins , University of Southern Queensland

Abstract: Australian universities face the challenge of assessing diverse life experiences to establish credit eligibility. UniSQ has developed and trialled a Recognition of Prior Learning (RPL) framework to address the experiential learning that students bring with them to their studies. 

Two pilot programs tested UniSQ’s RPL framework. The Bachelor of Communication and Media launched in 2022, followed by the Bachelor of Cyber Security program later in the year. This presentation will highlight the success and lessons learned.  

The e-portfolio serves as a transparent verification process, capturing evidence of transferable skills, alignment with disciplinary attributes, professional accreditation, and emerging professional identities.  Within their portfolio students demonstrate readiness for credit recognition. 

In summary, the e-portfolio empowers students to showcase their retrospective and current educational achievements and experiential learning. It bridges the gap between diverse learning experiences and formal credit recognition, ultimately shaping a student’s future career trajectory. 

Prompt Engineering for Constructive Alignment to build data points for Programmatic Assessment
Marty Sison, Charles Darwin University

This is a short presentation of our pilot RPL tool to the CERT IV Building and Construction using an ePortfolio approach. We ask students to submit a portfolio of their work through a structured online portfolio. The presentation will include contributions from the Learning Designer, VET Assessment and WIL specialist, and the Lecturer.

Allison Miller, ePortfolios Australia & Digital Capability

Abstract

This session will be an open conversation among participants which will allow participants to ask (and answer) questions about using eportfolio practice which they may have been too afraid to ask before.   The aim is to allow participants to unpack the multiple and complex layers of eportfolio practice and implementation, both from a pedagogical, learning design perspective, as well as, from adopting an eportfolio approach for their own professional and/or personal use.

Presenter bio

Allison Miller is a professional learning and business development leader of nearly 30 years. She is the Director and Lead Consultant of Digital Capability, an organisation which specialises in cutting edge online learning and online business solutions.  Allison also works with educational organisations to ensure that their training and assessment is effective, efficient and compliant, especially online. Allison has a Master of Learning and Development (Organisational Development), Graduate Certificate in Innovation and Entrepreneurship, Graduate Certificate in Learning and Teaching, Bachelor of Education (Secondary Business), Diploma of VET, Certificate IV in Training and Assessment, and Diploma of Business. She also leads the ePortfolios Australia professional network and the annual Australian Eportfolio Forum.

Kate Mitchell, University of Melbourne

Abstract

This session will ask participants to reflect on the specific challenges they have seen or experienced first hand when implementing ePortfolios. We will then prioritise key challenges through voting/negotiation and collaboratively imagine what processes, supports and institutional buy-in might look like to solve these.

Presenter bios

Kate Mitchell is the Senior Learning Designer (ePortfolios) at The University of Melbourne. She is a long-time member of the ePortfolios Australia Organising Committee and current member of the AAEEBL Digital Ethics Taskforce. She has research interests in ePortfolios, Learning Design and Third Space roles. 

Heather Pate is a Senior Learning Designer at Edith Cowan University. Heather has been working on how portfolios can be used to support a whole-of-program approach. She is particularly interested in finding ways to both scaffold student learning and provide opportunities for all students to find their own voice. Passionately pro-community. Language nut.  

Claire Bowmer, Flinders University

Abstract

The default format of an ePortfolio in Higher Education is reflective writing. There are pressures on reflective writing with developments in generative AI. There are opportunities to utilise the affordances of digital media, for visual and interactive expression. There is a wide range of formats from low-tech digital zines for non-drawers to highly produced reflective infographics and scrollytelling. This can be crafted based on the Universal Design for Learning guidelines, to provide options for expression.  Engaging with visual metaphors and moving from conventional writing may provide a challenge for some students. How can we support them in developing abstract thinking? Students can add these reflective toolkits for moving into the workforce. The artistic formats can be an outlet for students with creative skills to demonstrate and develop them and bring that aspect of their identity into their learning. 

Presenter bio

Claire Bowmer has come to learning design from classroom teaching and book illustration.  Her own reflective practice is inspired by nature journaling, and she used visual note-taking to refine her research question for her master project. Most recent projects reflect an interest in ePortfolios, designing reflective practice sequences for the continuing professional development context and developing microcredentials. She also delivers workshops for education students on teaching with and through digital media.

Rachel Scott and Adriana Penman,  The University of Queensland

Abstract

Traditionally, the assessment of speech pathology student competency has been led by practice educators who evaluate students at two time points to determine whether they meet criteria. To promote more continuous assessment and engage students in the assessment process, a holistic assessment has been embedded into a semester-long simulation-based learning experience (consisting of 12 half-day practical simulation sessions). The assessment has been integrated into the ePortfolio (which students use from the beginning of their program), with students completing three holistic additive self-evaluations against the criteria. For criteria where students rate themselves as ‘meeting expectations’ (for a novice student), they provide evidence to support this evaluation, which is reviewed and, if applicable, endorsed by practice educators. Students then focus on other criteria where they do not yet meet expectations. Additionally, students complete reflective weekly diaries to support this process and reflect on key considerations (e.g., transfer of knowledge and skills).

Presenter bio

Rachel Scott is a Learning Designer at The University of Queensland (UQ). She collaborates with academics across several allied health disciplines to co-develop end-to-end curriculum design. She leverages her pedagogical expertise and knowledge of learning technologies to develop student-centred learning experiences. She advocates for the use of authentic assessments that promote critical thinking, reflective practice and prepare students for their future careers.

Rachel has extensive experience with ePortfolios at UQ having participated in its roll-out in the Faculty of Medicine in 2018, and more recently has developed programmatic assessment for programs in speech pathology, audiology, and sport and exercise science.

Dr Adriana Penman is a Senior Lecturer in Speech Pathology in the School of Health and Rehabilitation Sciences at The University of Queensland and a Fellow of the Higher Education Academy. She is an experienced academic and speech pathologist who has worked within tertiary hospital and private contexts. Adriana’s program of research is centred around the investigation of simulation-based learning to prepare speech pathology students for clinical practice. She is also an active researcher in stuttering across the lifespan, teaching and student learning practices and exploring students’ engagement in interprofessional education and collaborative practice. Adriana is a recognised international expert in simulation pedagogy having conducted numerous simulation training programs for university staff both in Australia and internationally to support the embedding of simulation-based learning into program curricula. Recently Adriana was awarded collaborative grant funding between The University of Queensland and Emory University to develop practice guidelines for feedback in simulation.

Presenter information

Professor Michael Sankey

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 an Executive Member of the Australasian Council on Open and Digital Education (ACODE) and a Fellow of the Australasian Society for Computers in Learning in Tertiary Education (ASCILITE). His research specialises in emerging technologies, technology enhanced learning, curriculum renewal, micro-credentialling, eLearning quality, multimodal design, digital, visual and multiliteracies.