"During 2012, Lecturer Jo Mensinga, Associate Lecturers Tracey Dickinson and Sandra Croaker engaged with James Cook University (JCU) Social Work Field education stakeholders to develop an e-portfolio for field placement student assessment. The e-portfolio assessment tool was implemented into the JCU Social Work Field Education curriculum in Semester 1, 2013. This poster will illustrate the Action Research process and showcase: • The various strategies implemented by Researchers that utilised current resources and processes within the Field Education Unit to facilitate participation, develop an informed data collection process, increase stakeholder investment into the project without increasing participants’ workloads. • The process and lens of the researchers in analysing the data to inform the design of the e-portfolio assessment tool will highlight the influence of current JCU Teaching and Learning Policy and the Australian Association of Social Work (AASW) Standards on the final product. • Preliminary feedback from stakeholders and • Researchers identified benefits of the Action Research process on the project. "

1. E-portfolios: A tool for facilitating stakeholder
investment in Field Education
Tracey Dickinson, Jo Mensinga & Sandra Croaker
James Cook University, Dept of Social Work
INTRODUCTION
RESEARCH METHODS
CONCLUSIONS
During 2012, Lecturer Jo Mensinga,
Associate
Lecturers
Tracey
Dickinson and Sandra Croaker
engaged
with
James
Cook
University (JCU) Social Work Field
education stakeholders to develop
an e-portfolio for field placement
student
assessment.
The
PebblePad+ e-portfolio assessment
tool was implemented into the JCU
Social
Work
Field
Education
curriculum in Semester 1, 2013.
The project design was informed by Action Research methodology of
planning, acting and reviewing (Dick, 1993) and the social work
professional “belief in collaboration as the cornerstone of effective
practice” (Australian Association of Social Workers, 2010, p9).
The initial project plan was to have
periodic
and
formalized
interaction with stakeholders to
inform and evaluate the ePortfolio
assessment tool. Collating the
evaluation data highlighted that
the action research methodology
facilitated the engagement with
stakeholders
throughout the
project.
A community development and action
research process informed the
project design of engaging with
stakeholders to direct and evaluate
the project.
Participants included students, field educators, task supervisors, liaison
staff and James Cook University Dept of Social Work staff.
Researchers explored the following 3 questions with stakeholders in the
design and evaluation stages of the project:
• What is good about the current Assessment tool?
• What is cumbersome about the current Assessment tool?
• How would you change the current Assessment tool?
Data Collection Methods included workshops, field education meetings,
Dept meetings, email and one-on-one interviews.
EVALUATION
The evaluation identifies the benefits
and challenges of implementing a
new technology learning platform
within social work field education.
Ongoing stakeholder involvement in
the project was integral to the
continued development of the eportfolio to meet the diverse
objectives of a learning and
assessment tool.
Stakeholder investment in the
implementation of ePortfolio into
the JCU Social Work Field
Education
curriculum
has
facilitated the change in culture
needed to successfully implement
e-portfolios (Swigonski, Ward,
Mama, Rodgers & Belicose, 2006)
by
developing
a
common
language,
understanding
of
stakeholder capacity to engage,
understanding of each other’s
goals for the project, and become
a process of education (Sheil,
2003).
PROJECT OBJECTIVES
Aim:
James Cook University Social Work
Field
education
stakeholders
collaboratively
develop an eportfolio assessment tool that
directs and evaluates student
learning on Field Placement.
Objectives:
Support student evaluation to meet
AASW practice standards and JCU
goals
Enhance student reflective learning
skills
Facilitate
Field
Education
stakeholder communication
Demonstrate student understanding
and provide evidence of linking
theory to practice
Provide a Career guidance tool
Facilitate effective and efficient
Field Education processes for
consistent and evidence based
Assessment.
Encourage student participation in
directing their own learning
Increase student and stakeholders
knowledge and skills in engaging
with new Technologies
RESEARCH POSTER PRESENTATION DESIGN © © 2012
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The ePortfolio assessment tool and
implementation process evolved in
response to stakeholder feedback.
Assessment templates, training
resources and delivery were
adapted to address inadequacies
within the initial project plan and
ePortfolio design. The ePortfolio
platform was able to support ‘live’
updates to existing templates
which stakeholders evaluated.
AND the Action Research cycle
continued….planning, acting and
reviewing (Dick, 1993).
Stakeholders continue to provide
feedback and engage in training to
explore the potential of ePortfolio
in the JCU Social Work Field
Education programme alongside
other subjects within the degree.
REFERENCES
CONTACT
TRACEY DICKINSON
ASSOCIATE LECTURER IN SOCIAL WORK FIELD EDUCATION
JAMES COOK UNIVERSITY
Tracey.dickinson1@jcu.edu.au
07 4042 1362
Australian Association of Workers (2010).
Code of ethics. Canberra, Australian:
Association of Social Workers.
Dick, B. (1993). You want to do an action
research thesis. Retrieved from
http://www.aral.com.au/resources/art
hesis.html
Sheil, H. (2000). Growing and learning in
rural communities: a training manual in
rural community development enabling
rural people to determin their own
futures. Churchill, Vic: Centre for Rural
Communities, Monash University.
Swigonski, M., Ward, K., Mama, R.,
Rodger, J. & Belicose, R. (2006). An
Agenda for the Future: Student
Portfolios in Social Work Education.
Social Work Education 25(8), 812-823.