e-Portfolio Auckland May 2013

Stiofán Mac Suibhne

Reflective Practitioner Model

e-Portfolio / PebblePad

Implementation

Overview

Reflective practice: ‘the capacity to reflect on action so as to engage in a process of continuous learning’ (Donald Schön 1930 – 1997).

Schön felt this was one of the defining characteristics of professional practice.

Educationalist interested in the processes by which professionals develop their knowledge base and apply it to practice.

Reflective Practice

Conventional wisdom of Evidence based practice applies theoretical knowledge to practice.

In reflective practice theory and practice are seen as being reciprocally inter-related.

Professional identity / knowledge is complex and is not merely assembled from discreet knowledge base.

Professional knowledge / identity arises from a synthesis of natural and social sciences

Integrating Theory & Practice

R U a Reflective Practitioner?

Reflection-in-Action: as we work identifying learning needs / opportunities

Reflection-on-Action: After the fact seeking theoretical perspectives and integrating them into our thinking

Reflection-for Action: Applying knowledge to practice

Creating Personal reflective space / Organisational Context. Thinking>Analysis>Self>Awareness

Reflection and Action

Skills acquisition: Cognitive - Associative - Autonomous - "OK" Plateau - Fitts & Posner.

Freshen-up - you need to maintain interest in your practise

Honesty & Openness to change / development

Comply or Excel?

Learning Needs Analysis

- Known to Others +

+ K

nown to S

elf -

Johari Window

Learning Needs Analysis

Osteopathic Capabilities

Kirkpatrick’s Hierarchy

Evaluating work based learning

Evaluating work based learning

A Simple Model of Competence

Miller GE. The assessment of clinical skills/competence/performance. Academic Medicine (Supplement) 1990; 65: S63-S7.

Knows

Shows how

Knows how

Does

Pro

fessio

na

l a

uth

en

ticity

Written, Oral orComputer based assessment

Performance or hands on assessment

Miller’s Pyramid

Miller’s pyramid of competence indicates that assessment of ‘does’ reflects professional authenticity.

Whatever one ‘does’ in the assessment must reflect practice in order for that assessment to be authentic.

The portfolio purpose is to guide learning and capture evidence

Portfolio was the Hoorah word of ‘90s

Evidenced Based Practice ’oos

e-Portfolio is current Hoorah!

Trial the e-Portfolio for the overseas assessment processes

Reference Group to look at applications for CPD / Recertification Processes

Portfolio / e-Portfolio

There is still a great deal of debate about what an ‘ePortfolio’ actually is and this debate is unlikely to ease because ePortfolios come in many shapes, sizes and colours.

To add to the confusion, the term ‘ePortfolio’ means different things to different people:

a repository, a presentation, a system a private space, a social networking space or a combination of any of these.

There are now many tools available that profess to be an ‘ePortfolio’ and all look different, have different purposes, or target different audiences.

ePortfolio?

While PebblePad has its origins in the university environment, its design philosophy is one of learner ownership and control:

It is a space for personal learning that belongs to the learner not the institution;

it is populated by the learner not their assessor / teacher / preceptor

it is primarily concerned with supporting learning not assessment it is for life-long and life–wide learning not a single episode or a

single course it allows learners to present multiple stories of learning rather

than being a simple aggregation of competencies and, importantly, access to it is controlled by the learner who is

able to invite feedback to support personal growth and understanding.

PebblePad

A ‘Personal Learning Space’ does all of the above AND facilitates the process of life–long and life-wide learning.

A personal learning space has inbuilt tools and functions that generate learning as distinct from simply recording and evidencing learning.

Internal wizards prompt the user to consider diverse aspects of their experiences and facilitate the process of making sense of, and learning from, these experiences to a much deeper level.

Personal Learning Space

Learning

Pedagogy – Teacher determines content / deliver / learning goals and assessment

Andragogy – Self Directed Learning

Adult education and characterised by learner control and self-responsibility in learning, learner definition of learning objectives in relation to their relevance to the learner, a problem-solving approach to learning, self-directedness in how to learn, intrinsic learner motivation, and incorporation of the learner experience

Learning

Heutagogy (based on the Greek for “self”) was defined by Hase and Kenyon in 2000 as the study of self-determined learning.

Heutagogy applies a holistic approach to developing learner capabilities, with learning as an active and proactive process, and learners serving as “the major agent in their own learning, which occurs as a result of personal experiences”

.... is a personal learning space where individuals can plan,

record and demonstrate their independent learning wherever

it occurs. A range of inbuilt templates support users as they

develop their learning abilities. All templates are underpinned

by a reflective structure to ensure users create thoughtful,

iterative and enduring records of learning and experience.

These records can be selected and collated into various types of

presentations which can be shared with different audiences

for a range of purposes including assessment, accreditation

and application.

Personal Learning Space

Active Teaching, Learning and Assessment Space Institution space designed to support teaching and learning activities

and the whole assessment process

Any type of digital file can be assessed in ATLAS, from an uploaded word document to a rich, evidence based online portfolio.

Features include:- immediate tutor access to student work all in one place- immediate student access to feedback and grades- comment banks for streamlining feedback- tutor group allocation to distribute students to tutors- external access for moderators- archiving for quality control purposes

[PLuS = Personal Learning Space]

[Active Teaching, Learning and Assessment Space]

Cloud BasedBasic functions work on iPads PebblePadWebfolioFolio

PebblePad

An understanding of the nature of ‘Practice’ is central to designing an assessment process which is capable of capturing evidence of an individual’s ability to practice.

The first step in designing the assessment process was accepting a conceptual model for osteopathic practice.

Then developing an analysis / deconstruction of practice from the perspective of process - rather focussed on academic knowledge – Osteopathic Capabilities Framework.

Identifying assessment tools to assess the various components of practice. K S A

Assessment Methodology

Learning Needs Analysis

Personal Development Plan

Evidence

Case based Discussion

Critical Incident Report

Critiquing journal articles

Literature reviews

Reflective statement from training courses

ePortfolio Assessment Tools

Implementation

Preceptor Training Nov 2013 Call for expression of interest -Peer

Group implementation sites Unitec – Clinical Practicum Overseas Assessment Process from

Jan 2014 Peer Group Training March 2014 Recertification - Voluntary adoption

by registrants 2015 Recertification Mandatory 2016