Susan Main

1. ePortfolios: Scaffolding
for Learning
Susan Main, Ruth Sibson, Katrina Strampel
Edith Cowan University

2. Overview
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Getting to know each other
Designing ePortfolio use
Scaffolding across a course
Small group activity
Showcase our examples
Small group activity
Whole group activity
Using the tools

3. As a teacher, student, or professional
University
Personal life
Career

4. Designing ePortfolio use
• Tips for enhancing effectiveness and
learner satisfaction:
– design as a team
– know what you want to assess
– ensure scaffolding activities are applicable and
timely
– provide formative feedback
– be flexible and plan for challenges
– create and provide useful resources
– ensure the technology is a value-add
– embed in the curriculum
– motivate your students to engage in lifewide

5. A skills framework example
Level of skills development across the curriculum
Students demonstrate
writing that is clear,
well structured and
appropriate to
audience and purpose
Demonstrate and reflect
on a limited range of
basic writing concepts
and skills within an area
of study with extensive
structured guidance
Demonstrate and reflect on
a moderate range of
competent writing concepts
and skills within an area of
study with limited
structured guidance
Demonstrate and reflect on
an extensive range of
advance writing concepts
and skills within and beyond
the area of study with little or
no guidance
Demonstrate and reflect on a
comprehensive range of
professional writing concepts
and skills in professional
contexts with no structured
guidance
Students give oral
presentations that are
clear, well structured
and appropriate to
audience and purpose
Demonstrate and reflect
on a limited range of
basic speaking and
presenting concepts and
skills within an area of
study with extensive
structured guidance
Demonstrate and reflect on
a moderate range of
competent speaking and
presenting concepts and
skills within an area of
study with limited
structured guidance
Demonstrate and reflect on
an extensive range of
advanced speaking and
presenting concepts and
skills within and beyond the
area of study with little or no
structured guidance
Demonstrate and reflect on a
comprehensive range of
professional speaking and
presenting concepts and skills
in professional contexts with
no structured guidance
Students demonstrate
critical information
literacy skills that are
appropriate to context
Demonstrate and reflect
on a limited range of
basic critical information
literacy concepts and
skills within nan area of
study with extensive
structured guidance
Demonstrate and reflect on
a moderate range of
competent critical
information literacy
concepts and skills within
an area of study with
limited structured guidance
Demonstrate and reflect on
an extensive range of
advance d critical information
literacy concepts and skills
within and beyond the area
of study with little or no
structured guidance
Demonstrate and reflect on a
comprehensive range of
professional critical
information literacy concepts
and skills in professional
context with no structured
guidance
Students demonstrate
interpersonal skills
(e.g. listening
attentively,
negotiating) that are
sensitive and
appropriate to the
context
Demonstrate and reflect
on a limited range of
basic interpersonal
concepts and skills
within an area of study
with extensive structured
guidance
Demonstrate and reflect on
a moderate range of
competent interpersonal
concepts and skills within
an area of study with
limited structured guidance
Demonstrate and reflect on
an extensive range of
advanced interpersonal
concepts and within and
beyond the area of study
with little or no structured
guidance
Demonstrate and reflect on a
comprehensive range of
professional interpersonal
concepts and skills in
professional contexts with no
structured guidance
UWA Curriculum Skills Framework (2009)

6. The Outcome Framework
Skill
Level of skills development across the
course
Beginning (1st yr)
Developing (2nd yr)
Advanced (3rd yr)
Communication Communicate
Skills
clearly in both
written and oral
formats, using
technology.
Communicate and
convey discipline
knowledge or ideas
clearly in both
written and oral
formats, using
different forms of
technology.
Communicate and
convey discipline
knowledge, ideas or
generate advice
clearly in both written
and oral formats,
demonstrating
innovative use of
technology.
Reflective
thinking skills
Reflect on and
analyse personal
practices and
performance
feedback to identify
opportunities for
learning in the
context of
employment and life.
Use reflection and
evaluation of personal
practices and
performance
feedback to produce
changes to practice in
the context of
employment and life.
Reflect on personal
practices in order to
understand and
identify
opportunities for
learning in the
context of
employment and/or
life.

7. Small group activity
• In your table groups, design an
appropriate ePortfolio assessment item for
the learning outcome/s applicable to your
year (1st yr discipline core, 2nd yr discipline
core, 2nd year WIL, 3rd yr capstone)
– Think about the things we’ve just discussed
(e.g. designing ePortfolio use)
– Complete the workshop task questions to
guide you with your design
– Be ready to share your ideas with the whole
group at the end of the activity

8. Show examples
• Support resources (workbooks, help in an
ePortfolio, training, student support, etc. )
• First year through end of course experience
• Course learning outcomes related to
professional competencies
• Work-integrated learning and employability

9. Resume small group activity
• Continue working on workshop task
– If you have extra time, document ideas for
scaffolding activities that will lead up to the
final assessment task

10. Small group presentation
• Present your assessment item to the rest
of the group. Explain why you think this is
appropriate for the year level.
• Whole group discussion: Are these
activities scaffolded?

11. Wrap-up
• Our research
• Sharing the activities
• Questions?
– Susan: s.main@ecu.edu.au
– Ruth: r.sibson@ecu.edu.au
– Katrina: k.strampel@ecu.edu.au
Thank you!