The document discusses e-portfolios for healthcare education. It defines e-portfolios and explains their role in students' educational journey by allowing students to collect, select, and reflect on their work over time. E-portfolios provide evidence of student learning and can be used for assessment. Different types of e-portfolios are described, as are the various artifacts that can be included. Evernote is presented as a tool to create and organize e-portfolios, with its note-taking and archiving capabilities. Challenges of implementing e-portfolios are also addressed.
2. At the end of this presentation you should
• Understand the role of portfolios in a learners educational journey
• Be able to design and develop a learners personal e portfolio
• Be able to use Evernote to develop and deploy a portfolio
e portfolios vaikunthan@gmail.com
3. Defining
• collection of student’s work
• that is purposefully performed
• to provide evidence of the student’s learning
• bundle of evidence
• student participation in the selection of the
contents
• clear guidelines for selection, and rubrics for
assessment
Tochel, C., Haig, A., Hesketh, A., Cadzow, A., Beggs, K.,
Colthart, I., & Peacock, H. (2009a). The effectiveness of
portfolios for post-graduate assessment and education: BEME
Guide No 12. Medical Teacher, 31(4), 299–318.
doi:10.1080/01421590902883056
e portfolios vaikunthan@gmail.com
4. Portfolio development
• Collection: artifacts that represent
learning.
• Selection: review and evaluate the
artifacts and identify those that
demonstrate achievement
• Reflection: reflective practitioners
• Projection: compare to the
standards
• Presentation: share their portfolio
e portfolios vaikunthan@gmail.com
5. Drive for e portfolio
• student-centered active
learning
• the dynamism of digital
communication
• increased accountability in
higher education
• Increasing fluidity in
employment and education
e portfolios vaikunthan@gmail.com
Eynon, B., Gambino, L. M., & Török, J. (2014). Completion, Quality, and Change: The
Difference E-Portfolios Make. Peer Review, 16(1), 1–11.
6. The growing body of research in e portfolio
and the impetus from the Association for
Authentic Experiential and Evidence based
learning(AAEBL) has placed pressure … for
path of the portfolio as an evidence of
learning
e portfolios vaikunthan@gmail.com
Kahn, S. (2014). E-Portfolios: A Look at Where We’ve Been, Where We Are Now, and
Where We’re (Possibly) Going. Peer Review, 16(1), 1–6.
7. E-portfolios provides an environment in
which students/trainees/knowledge
worker can collect, select, reflect upon,
build, and publish a digital archive of
their activity work
e portfolios vaikunthan@gmail.com
Van Tartwijk, J., & Driessen, E. W. (2009). Portfolios for assessment and learning:
AMEE Guide no. 45. Medical Teacher, 31(9), 790–801.
9. Artefacts
• Topical collection of artefacts
is useful for those who are subject matter The
disadvantage is this – not show evidence of development
and growth that is occurred
• Temporal collection of artefacts
showing the individuals growth as a learner. a measure of
lifelong learning , to show reflection in practice. Con -
does not have a theme, and may not how the learner has
developed.
• Developmental collection of artefacts
advancement and development of the learner over
period of time.. Its usefulness is mainly in the form of
communication between a teacher and a student
e portfolios vaikunthan@gmail.com
10. Domains of medical competencies
• Knowledge, skills and
performance
• Safety and quality
• Communication,
partnership and
teamwork
• Maintaining trust
e portfolios vaikunthan@gmail.com
• Patient Care
• Medical Knowledge
• Practice Based Learning
and Improvement
• Systems Based Practice
• Professionalism
• Interpersonal Skills and
Communication
11. Structure for e portfolio
• Introduction
• Brief Bio data
• Reflective essay on purpose of the portfolio
• Resume
• Educational Certificates
• Courses/training workshops attended and reflections
• Achievements – academic, clinical, innovation, research and teaching
• Log book of procedures
• Work based assessments
• 360/multi source feedback
• Compliments/complaints and undesirable outcomes with reflections
• Aspiration and Personal Development Plan
e portfolios vaikunthan@gmail.com
12. Requirements for e portfolios in healthcare
• Assessment against specified learning
objectives.
• Record clinical observations and
practice.
• Map clinical observations with clinical
skills.
• Help student analyse patterns in their
own learning.
• To measure against state-based
standards.
• To support reflective practice.
e portfolios vaikunthan@gmail.com
Toro-Troconis, Maria, Ms, and Ashish Toro-Troconis(2009). "E-PORTFOLIOS
EVALUATION REPORT." Http://www1.imperial.ac.uk/resources/E02C5058-A25E-4002-
AAB1-A1588C364849/. Imperial College, retrieved 1 June 2014.
13. Technical requirements for e portfolios
• Value-added to student learning.
• Infrastructure costs: integration,
sustainability (cost-effectiveness).
• Maintenance and support costs.
• Ease of use
• Choice of back-end technology and tools.
• Ownership of the artefacts and final product.
• How the data will be managed and user-
support required
• Setup, maintenance and upgrade costs
e portfolios vaikunthan@gmail.com
14. Able to record and store the following
• Actual marks/grades
• Detailed tabulation of practical training/clinical
skills etc. against a matrix.
• Reflective work (e.g. blogs, comments on
assessments, responses to peer mentor, or
faculty reviews).
• Presentation of particular achievements, e.g.
graphic designs, artwork, creative writing.
• Video/audio of student-patient interactions
with reflective commentary.
• Peer reviews of joint projects.
• Faculty feedback on any of the above.
e portfolios vaikunthan@gmail.com
15. Portfolio
• allows for formative
assessment
• over an extended period of
time
• showing evidence of deep
learning and
• behaviour of self-directed
• lifelong learning.
• provision of evidence by
reflecting upon the learning
e portfolios vaikunthan@gmail.com
Kitchen, M. (2012). Junior doctors’ guide to portfolio learning and building. Clinical Teacher,
9(5), 308.
17. Challenges
considerable practical
difficulties in maintaining
and implementing the key
portfolio in a busy clinical
setting and explain the
persisting negative
perception of e-portfolios
among junior doctors in
the United Kingdom
e portfolios vaikunthan@gmail.com
Vance, G., Williamson, A., Frearson, R., O’Connor, N., Davison, J., Steele, C., &
Burford, B. (2013). Evaluation of an established learning portfolio. Clinical Teacher,
10(1), 21.
19. What is it
• a note taking app that
• stores them in ‘the cloud’
• and syncs them to all devices
• can take audio, photo or text notes, or a
combination of all 3.
• take clippings from the web and save them
automatically
e portfolios vaikunthan@gmail.com
20. Review
PROS
• Effortless solution to note-taking
and -syncing.
• Some of the best search outside
Google.
• Adjustable user interface.
• Simple and well-balanced design.
• Superb features.
e portfolios vaikunthan@gmail.com
CONS
• Design lacks
individuality.
• Reminders feature
in Web version only
• has one notification
setting (email daily
digest).
21. Summary
The Web-based version of Evernote, the best note-taking and
organizational program you'll find, delivers on its promise to make the
information you need available to you anywhere. Reminders, nested
notebooks, and other great features make this one killer Web app
e portfolios vaikunthan@gmail.com
22. Potential for educators
• Easily Capture and Store notes, photos, audio of learner
performance
• Create Checklists to record progress , achievements etc.;
• Recording work based assessment - e.g. Direct Observation of
Procedures
• Displaying student work
• Document reflections
e portfolios vaikunthan@gmail.com
23. Getting Started
• Go to http://evernote.com/download/
• Installing the Evernote Desktop Client
• Install Evernote for mobile from app site
• Creating your Evernote User Account
• Evernote Sync
• Saving Web Content
• Setting Reminders
e portfolios vaikunthan@gmail.com
24. Get a copy free at this link .
Click Save to Evernote
You will need Evernote installed on your desktop
e portfolios vaikunthan@gmail.com
25. • Bass, R. (2014). The Next Whole Thing in Higher Education. Peer Review, 16(1), 1–2.
• Chen, M.-Y., Mou-Te Chang, F., Chen, C.-C., Huang, M.-J., & Chen, J.-W. (2012). Why do
individuals use e-portfolios? Educational Technology & Society, 15(4), 114–125.
• Clark, J. E., & Eynon, B. (2009). E-portfolios at 2.0-Surveying the Field. Peer Review, 11(1),
18–23.
• ePortfolios | Towards Open Education. (n.d.). Retrieved from
http://bcopened.org/resources/eportfolios/
• Eynon, B., Gambino, L. M., & Török, J. (2014). Completion, Quality, and Change: The
Difference E-Portfolios Make. Peer Review, 16(1), 1–11.
• Kahn, S. (2014). E-Portfolios: A Look at Where We’ve Been, Where We Are Now, and Where
We’re (Possibly) Going. Peer Review, 16(1), 1–6.
• Kitchen, M. (2012). Junior doctors’ guide to portfolio learning and building. Clinical Teacher,
9(5), 308.
• Tochel, C., Haig, A., Hesketh, A., Cadzow, A., Beggs, K., Colthart, I., & Peacock, H. (2009a).
The effectiveness of portfolios for post-graduate assessment and education: BEME Guide
No 12. Medical Teacher, 31(4), 299–318. doi:10.1080/01421590902883056
• Tochel, C., Haig, A., Hesketh, A., Cadzow, A., Beggs, K., Colthart, I., & Peacock, H. (2009b).
The effectiveness of portfolios for post-graduate assessment and education: BEME Guide
No 12. Medical Teacher, 31(4), 299–318. doi:10.1080/01421590902883056
• Toro-Troconis, Maria, Ms, and Ashish Toro-Troconis(2009). "E-PORTFOLIOS EVALUATION
REPORT." Http://www1.imperial.ac.uk/resources/E02C5058-A25E-4002-AAB1-
A1588C364849/. Imperial College, retrieved 1 June 2014.
• Van Tartwijk, J., & Driessen, E. W. (2009). Portfolios for assessment and learning: AMEE
Guide no. 45. Medical Teacher, 31(9), 790–801. doi:10.1080/01421590903139201
• Vance, G., Williamson, A., Frearson, R., O’Connor, N., Davison, J., Steele, C., & Burford, B.
(2013). Evaluation of an established learning portfolio. Clinical Teacher, 10(1), 21.
e portfolios vaikunthan@gmail.com
Notes de l'éditeur
Developmental Portfolios: considered works-in-progress and include both self-assessment and reflection/feedback elements.
Assessment Portfolios: demonstrate student competence and skill for well-defined areas.
Showcase Portfolios: demonstrate exemplary work and student skills. potential to gain employment