Session information: Abstracts and Speakers

Presenter information

Shane Sutherland

I am the Founder and Chief Mischief Maker at PebblePad, though my official title is Chief Academic Officer. My role is to listen and learn, to reflect and connect, to understand challenges and to help find solutions – especially where PebblePad might be part of that solution. It’s my great privilege to spend time with educators, influencers and leaders at institutions around the world – listening, learning, and telling stories.

Enhancing Assessment through a Student-Owned Learning and Assessment Portfolio

Portflow is an innovative digital portfolio solution dedicated to enhance assessment by streamlining program-level assessment processes. As Australian institutions rethink their assessment designs in light of generative AI, Portflow offers an important advantage: it prioritises process over product and empowers learners to personalise how they demonstrate their progress towards achieving learning outcomes. This helps institutions build assessments that are more authentic, resilient to AI interference, and meaningful for real world application. Portflow also enables institutions to integrate feedback seamlessly, support assessment as, of, and for learning, and track work-integrated learning (WIL) experiences. This makes Portflow the ideal foundation for future-focused assessment design.

Pieter J. Smits, Portflow powered by Drieam

Pieter Smits is the dedicated product manager for Portflow, bringing a career-long focus in EdTech to his role. With a strong academic background in Educational Science and Technology, Pieter combines his expertise with a deep commitment to advancing innovative educational solutions. His work with Portflow reflects his passion for stimulating student ownership of learning in personalised digital learning environments.

Dr Ingrid D’Souza , Monash University
Carmen Sapsed, Monash University

Abstract

As Educational designers (EDs) we are often faced with supporting complex educational innovations requiring us to glide like a swan on the lake of educational technology implementation. Yet, under the surface we are moving like turbo-charged racing cars to synthesise technology and pedagogy to ensure implementation is contextual, sustainable and fit-for-purpose. Loosely based on the Technology Pedagogical Content Knowledge (TPACK) framework, this ethnographic narrative discusses the why, what and how of implementing programmatic ePortfolio approaches in various disciplinary contexts. The role of the EDs, goes beyond the basic implementation of a technology platform, with our two reflexive practice stories uncovering how we journey with others to create links between content, pedagogy, technology, and context; identifying and filling in gaps as we go. As EDs we are in a unique and privileged position as we synthesise the various domains of TPACK to influence and embed pedagogically sound ePortfolio practice.

Presenter bio

Dr Ingrid D’Souza is a Senior Educational Designer within the Faculty of Medicine, Nursing and Health Sciences (FMNHS) at Monash University. She recently completed her Doctor of Philosophy (PhD), which examined the evolving professional identity of Educational Designers within Victorian universities. In her current role, Dr D’Souza is responsible for providing educational support aligned with both the strategic vision of the University and the Faculty. Her work is underpinned by a collaborative, partnership-based approach with academic staff, aimed at fostering educational excellence and enhancing graduate outcomes. Dr D’Souza brings over two decades of experience in health education, spanning clinical and higher education contexts across Australia and internationally. 

 
Carmen Sapsed is an Educational Designer with the Faculty of Arts at Monash University, with over ten 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, as well as 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.

Dr Nantana Taptamat, The University of Queensland

Abstract

The rapid rise of generative AI presents a critical challenge to authentic assessment, especially in the context of ePortfolios. Traditional product-based evaluation is no longer sufficient in an environment where AI can generate polished outputs in seconds. We argue that for the ePortfolio to evolve and maintain its role as an effective tool for showcasing and deepening learning, our assessment methods must shift focus from the final product to the holistic learning journey. This paper introduces the ‘Process, Provenance, and Persona (3P) framework’ as a response to the AI assessment dilemma. This conceptual framework offers a rigorous, future-oriented method for evaluating student work in AI-integrated settings. Process captures the learning journey, including iterative development and human-AI interaction. Provenance evaluates the student's ability to transparently document, synthesise, build upon ideas from multiple sources. Persona focuses on the student's unique reflective identity, critical voice, and metacognitive growth, elements that cannot be outsourced to AI tools. By adopting the 3P framework, educators can move beyond policing AI usage and instead design ePortfolio assessments that promote ethical learning, critical AI engagement, and authentic reflection. Participants will leave the session equipped with a practical framework to reimagine their ePortfolio assessments in ways that balance academic integrity, innovation, and relevance in the age of AI.

Presenter bio

Dr Nantana Taptamat is a learning designer at the Faculty of Science, The University of Queensland. She specialises in reflective learning design, with particular focus on ePortfolios and generative AI integration. Her work includes developing AI literacy modules, digital employability programs, and student-staff partnerships. She has published on ePortfolio-based professional learning in the Journal of University Teaching and Learning Practice. Nantana is passionate about preparing students and educators for the future of learning.

Dr Anita Hamilton, Ms Helen Titmuss, Professor Angela Berndt, Susan Batur, University of Tasmania

Ms Carole Hunter, Customer Success Manager / Learning Consultant, PebblePad 

Abstract

Tasmania’s first occupational therapy program launches in Semester 2, 2025 as a Graduate Entry Master’s degree. The curriculum aligns with multiple national and international capability frameworks, including OTBA (2018), UTAS Graduate Qualities, Aboriginal and Torres Strait Islander Health Curriculum Framework, and WFOT sustainability principles. Informed by programmatic assessment literature (Baartman & Quinlan, 2024; van der Vleuten et al., 2012; Hamilton et al., 2023), the program integrates a whole-of-program ePortfolio to support learning and assessment across foundational to entry-to-practice levels. Central to the ePortfolio is student-led reflection and self-directed learning, culminating in the Capstone Career Portfolio. Students receive guidance to develop individual learning plans and demonstrate progress towards competency. A co-design approach invites student feedback from the outset, shaping a responsive, iterative portfolio process. In this presentation, we will share the program’s design, implementation journey, and future plans. A student co-presenter will offer reflections and recommendations from their initial experience.

Presenter bio

TBA

Marie (Bernie) Fisher, University of New England

Abstract

This paper explores how ePortfolios can be adapted, using a self-reflective approach, to support the unique needs and goals of HDR students. What support do diverse 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? 

Presenter bio

Marie (known as Bernie) is a multidisciplinary academic in teaching and research and a full-time PhD student at the University of New England. She was previously employed in Faculties of Education, Humanities and Technology at ANU, ACU and UC. Her expertise focuses on university teaching, technology, mentoring and reflective practice.  In November 2023 and 2024 she chaired The London International Conference on Education at Oxford University in the UK,  presenting research on (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. Marie 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.

Heather Pate, Rebecca Scriven , Edith Cowan University

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

Heather Pate is a Senior Learning Designer in the Centre for Learning and Teaching at Edith Cowan University. Heather works with the School of Education and is currently focused on integrating a programmatic learning approach with student identity, belonging, and community. Heather is passionate about social responsibility and how the power of universities can be unlocked for the common good.

Rebecca Scriven is a Senior Learning Designer in the Centre for Learning and Teaching at Edith Cowan University and has been working in this role for 13 years. Rebecca is currently focussed on programmatic learning and portfolios as part of an institutional curriculum transformation project. Rebecca’s interests include assuring quality in online learning by improving teaching and learning practice, integrating Generative AI into higher education and designing high quality, engaging and innovative curricula.

Tin Pham Nguyen, Professor Susanne Schmidt, Dr Nicole Robinson, University of Queensland

Abstract

This session presents findings from a mixed-methods study investigating the role of ePortfolio assessment in developing global citizenship, leadership, and digital literacies within agricultural sciences education. Using the Global Challenges in Agriculture postgraduate course at the University of Queensland as a case study, the research highlights how ePortfolios support interdisciplinary learning, critical reflection, and professional skill development among a diverse, international student cohort. Survey results (n=31) indicate strong student perceptions of the ePortfolio’s value in fostering global awareness, leadership capabilities, and digital proficiency. Participants will gain insights into the theoretical underpinnings of the assessment design, including experiential learning and reflective practice, and explore practical considerations for implementing ePortfolios in applied STEM fields. This session contributes to conversations about the transformative potential of ePortfolios in preparing future-ready graduates for global challenges in agriculture and beyond.

Presenter bio

Tin Pham Nguyen's research interests include the sociology of education, diversity, careers, employability, digital literacies, and technologies within education. He has co-authored papers published in the British Journal of Education Studies, Research Papers in Education, the Australian Educational Researcher, and the Journal of the Australian Library and Information Association.

Professor Susanne Schmidt is a world-leading teaching and research academic at the intersection of agriculture and ecology. Schmidt’s work specialises in plant-soil-microbe interactions in tropical systems, emphasising nutrient stewardship, nitrogen-carbon biogeochemistry, and soil biology. Through interdisciplinary collaborations, Schmidt contributes to innovative projects aimed at next-generation fertilisers that support a future without waste and pollution.

Dr Nicole Robinson is a researcher and tutorial coordinator at the School of Agriculture and Food Sustainability at the University of Queensland. She is interested in exploring how plants access and use nutrients in natural and agricultural systems. Understanding these processes at various scales, from molecular to crop systems, is essential in developing sustainable agriculture. 

Helen L. Chen, James J. Tarbox, Stanford University

Abstract

Career centers in colleges and universities play a pivotal role in bridging students' educational experiences with their professional aspirations. This paper explores the concept of audience as a focus for storytelling in ePortfolio practice by addressing for whom does this story exist? Assumptions about the audience often reveal as much about the learner and their story as it does about the needs of employers and supervisors, peers, collaborators, colleagues, advisors and mentors. The use of ePortfolios as part of a professional digital presence recognizes that audiences are motivated by a clear and easy- to-grasp storyline (logos). For career-focused stories, audiences also need to understand the learner’s "why" – their purpose and credibility – in order to be motivated fully to listen (ethos). Lastly, audiences want to feel authenticity and connection to the ePortfolio story and not be manipulated by it (the overuse of pathos). This paper will explore strategies for iteratively integrating and addressing the role of the audience over time.

Presenter bio

Helen L. Chen, Ph.D. is a Research Scientist in the Center for Design Research in the Department of Mechanical Engineering and co-founder of the Integrative Learning Portfolio Lab in Stanford Career Education at Stanford University. Helen serves on the advisory board for the Association for Authentic, Experiential and Evidence-Based Learning (AAEEBL) and was a faculty affiliate for American Association of Colleges & Universities’ Institute on ePortfolios. Her scholarship is focused on engineering and entrepreneurship education, reflective practices, certificates and non-degree credentials, and reimagining how learners communicate their stories about what they know and what they can do through their professional online presence.

As the Assistant Vice Provost and Executive Director of Stanford Career Education, James J. Tarbox focuses on building the structures and experiences that empower students to define, develop and advance their careers while at Stanford and throughout their lives. His leadership embodies active commitments to student development, aligning career development with meaning and purpose, and strengthening individuals and communities by actively engaging diversity, equity, inclusion and belonging. James built his foundation for leadership, career development, and service by completing communication-focused degrees at Bates College and the Pennsylvania State University.

An ePortfolio self-challenge, Sue Schibeci , Macquarie University

Abstract:

As a practitioner of ePortfolio pedagogy in Higher Education I see the benefits of this form of assessment for cognitive and professional development but have never produced a portfolio under the pressure of assessment. 

To get a feel for the process of producing a portfolio for an experience, I set myself the challenge of setting goals and collecting evidence during an international conference on work-integrated learning held in Istanbul earlier this year. This provided the perfect opportunity to target some of my weaker skills, such as networking and communication, and gain some cultural awareness in a new country to my experience.

My conclusion from the experiment was that this is not easy! While from a teaching and facilitating perspective, I advocate regular contributions so that the process of learning is current, I found finding the time to regularly make additions to my portfolio difficult.

From this challenge, I rethought the description of the portfolio tasks to encourage an on-going draft to enable a curated, finished product for evaluation.

Bio:

Suzanne Schibeci is currently the WIL Partner for the Faculties of Science and Engineering Medicine, Health and Human Sciences at Macquarie University, Sydney, Australia. This role provides faculty members with expertise and guidance in WIL course design, enhancing student career development, employability, authentic and experiential learning. Her previous experience at UNSW Sydney includes an academic role overseeing WIL and CDL courses within the Faculty of Science and centrally offered interdisciplinary WIL experiences as well as serving as a co-lead of the Education Focussed Work Integrated Learning Community of Practice for three years. Suzanne has used e-portfolios in her courses for 10 plus years in many different forms and is a member of the e-Portfolios Australia Organising Committee and the AAEEBL Digital Ethics Task Force. 

Reframing Portfolios: Empowering staff through strategic change, Tara Draper, Deakin University

Abstract:

Transitioning from existing ePortfolio tools, practices, and processes is complex, especially amid constant change. This presentation shares our experiences and processes evaluating an existing specialist ePortfolio and supporting staff to transition to alternative technologies within Deakin’s digital ecosystem. Drawing on multiple lines of evidence: tool analytics, surveys, and user feedback workshops, we identified key challenges in usability and support, alongside a growing preference for more authentic, workplace-aligned tools. Emphasising the development of graduate digital literacy and strategic alignment with Deakin’s evolving digital infrastructure, our comprehensive evaluation embedded stakeholder engagement at every stage. By modelling inclusive consultation and reflective practice, we have fostered resilience and agency among staff, cultivating a ‘sweet-spot’ of change readiness. This approach informed strategic decision-making and empowered staff to reimagine portfolio practices. Our journey highlights the value of evidence-based advocacy and institutional-level collaborative design in managing educational technology transitions, offering a replicable framework for future innovation.

Bio:

Dr. Tara Draper is an academic within the Digital Learning Team at Deakin. Tara has over 20 years of practical teaching experience in three separate disciplines: Nursing, Science, and most recently, Digital Education. She now brings that experience to her current role, offering support and advocacy for academics using digital technology in their teaching. As a third space academic, Tara excels at bridging the gap between educators and technical teams, ensuring that the needs of both are met effectively.

Freedom to Choose: Exploring the impact of autonomous ePortfolio platform selection in medical education, Susan Limberger, Charles Sturt University

Abstract:

What happens when you let your students choose their own ePortfolio platform? This session explores Charles Sturt University, School of Rural Medicine's journey in student ePortfolio platform autonomy, what the consequences (intended and unintended) were for students and staff, and what our ePortfolio future looks like as a result.

Bio:

I have been working as a Lecturer at Charles Sturt University School of Rural Medicine since 2023 in the dual roles of Portfolio Stream Lead and Head of Staff Education and Development. I have a background in Education (Primary and Inclusive) and prior to moving into medical education have spent many years working on reflective practice with teaching staff in schools.

Teaching a course on building eportolios: my personal journey, Alan Cook, University of Rio Grande

Abstract:

This lightning talk is about my journey into teaching graduate students on how to construct eportfolios for job searching/career planning

Bio:

Professor, Emerson E. Evans School of Business, University of Rio Grande