Edith Cowan University
Centre for Learning and Development
Talk the talk
Finding the language of
the ePortfolio
Heather Pate
Edith Cowan University
Edith Cowan University
Centre for Learning and Development
Overview
Speaking different languages
• The language of an ePortfolio
• The design of a first year engineering unit
• The language of a reflective engineer
Edith Cowan University
Centre for Learning and Development
ePortfolios and reflection
An ePortfolio provides a scaffolded opportunity for
students to achieve higher order thinking:
• Allow and encourage student autonomy
• Empower students to take responsibility for their own
learning
Use of an ePortfolio system requires a “considerable
level of learner autonomy and initiative, of learner
responsibility for their learning and of opportunities to
refine their learning based on feedback from the
teacher.” (Stefani, Mason & Pegler, p.12)
Edith Cowan University
Centre for Learning and Development
PebblePad and reflection
• Reflection as an intrinsic part of PebblePad
“This inbuilt reflective structure is what transforms
PebblePad into a space where learning is generated
rather than simply collected and evidenced.”
“At every step of the way PebblePad users are
prompted to consider ‘Why?’, ‘So what?’, ‘What if?’ and
‘What now?’”
Sutherland, Brotchie & Chesney (2011), p.24
Edith Cowan University
Centre for Learning and Development
PebblePad and reflection
• Reflection as an intrinsic part of PebblePad
Management reflection task
Education reflection
Edith Cowan University
Centre for Learning and Development
Perceptions in engineering
• Negative attitude towards writing (Beer, 2002)
• Engineering is a practical “real world” skill, not a
classroom skill (Dunsmore, 2011)
• Disregard of ‘reflection’:
“I really don’t see how writing a blog will make
me an engineer.” (Faulkner & Azin, 2011, p.13)
Edith Cowan University
Centre for Learning and Development
What’s the point?
• Why use an ePortolio at all?
First year engineering unit PebblePad task:
• Improve writing skills
• Present work
• Improve employability skills
Edith Cowan University
Centre for Learning and Development
First year engineering ePortfolio
Task:
• Introduce yourself from a professional perspective;
• Introduce your practical project;
• Show evidence of the skills you have developed in sustainability,
safety and team work.
Edith Cowan University
Centre for Learning and Development
Unit Learning outcomes
Edith Cowan University
Centre for Learning and Development
Engineers Australia Competencies
Outcomes are linked to the professional competencies:
•
•
•
•
Ethics – EA Competency 3.1
Sustainability – EA Competency 1.6, 2.3
Safety – EA Competency 1.6, 2.1 2.3, 3.1
Team work – EA Competency 3.6
Edith Cowan University
Centre for Learning and Development
Reflection for engineers
Bloom’s
Taxonomy Action
Verbs.
Clemson University. (2013)
Edith Cowan University
Centre for Learning and Development
Language items searched
Term
descr*
discus*
identi*
outlin*
recogni*
Bloom
Knowledge
Knowledge
Knowledge
Knowledge
Knowledge
Lvl
1
1
1
1
1
demonstr*
disting*
expla*
express
extend
review*
summar*
Comprehension
Comprehension
Comprehension
Comprehension
Comprehension
Comprehension
Comprehension
2
2
2
2
2
2
2
apply*
predict*
solv*
Application
Application
Application
3
3
3
Term
analy*
critical*
differenti*
illustr*
infer*
question*
Bloom
Analysis
Analysis
Analysis
Analysis
Analysis
Analysis
Lvl
plan*
synthesi*
Synthesis
Synthesis
5
5
apprais*
assess
evaluat*
interpret*
judg*
justif*
relat*
Evaluation
Evaluation
Evaluation
Evaluation
Evaluation
Evaluation
Evaluation
6
6
6
6
6
6
6
4
4
4
4
4
4
Edith Cowan University
Centre for Learning and Development
Edith Cowan University
Centre for Learning and Development
Text analysis of tutor feedback
1st year engineering students – feedback from tutors
1.2000%
1.0000%
0.8000%
0.6000%
0.4000%
0.2000%
0.0000%
Knowledge
Comprehension
Application
Feedback
Analysis
Synthesis
Evaluation
Edith Cowan University
Centre for Learning and Development
Comparison with EA Professional competencies
1.2000%
STAGE 1 COMPETENCY STANDARD FOR PROFESSIONAL
ENGINEER
1.0000%
ROLE DESCRIPTION
0.8000% - THE MATURE, PROFESSIONAL ENGINEER
The following characterises the senior practice role that the mature, Professional Engineer may be expected to fulfil and has been extracted from the role portrayed in
the Engineers Australia - Chartered Status Handbook.
Professional Engineers are required to take responsibility for engineering projects and programs in the most far-reaching sense. This includes the reliable functioning
of all materials,
components, sub-systems and technologies used; their integration to form a complete, sustainable and self-consistent system; and all interactions
0.6000%
between the technical system and the context within which it functions. The latter includes understanding the requirements of clients, wide ranging stakeholders and
of society as a whole; working to optimise social, environmental and economic outcomes over the full lifetime of the engineering product or program; interacting
effectively with other disciplines, professions and people; and ensuring that the engineering contribution is properly integrated into the totality of the undertaking.
Professional Engineers are responsible for interpreting technological possibilities to society, business and government; and for ensuring as far as possible that policy
decisions are properly informed by such possibilities and consequences, and that costs, risks and limitations are properly understood as the desirable outcomes.
0.4000%
Professional Engineers are responsible for bringing knowledge to bear from multiple sources to develop solutions to complex problems and issues, for ensuring that
technical and non-technical considerations are properly integrated, and for managing risk as well as sustainability issues. While the outcomes of engineering have
physical forms, the work of Professional Engineers is predominantly intellectual in nature. In a technical sense, Professional Engineers are primarily concerned with
the advancement of technologies and with the development of new technologies and their applications through innovation, creativity and change. Professional
Engineers0.2000%
may conduct research concerned with advancing the science of engineering and with developing new principles and technologies within a broad
engineering discipline. Alternatively, they may contribute to continual improvement in the practice of engineering, and in devising and updating the codes and
standards that govern it.
Professional Engineers have a particular responsibility for ensuring that all aspects of a project are soundly based in theory and fundamental principle, and for
0.0000%
understanding
clearly how new developments relate to established practice and experience and to other disciplines with which they may interact. One hallmark of a
professional is the capacity to
break new ground inComprehension
an informed, responsible and
sustainable fashion. Analysis
Knowledge
Application
Synthesis
Evaluation
Professional Engineers may lead or manage teams appropriate to these activities, and may establish their own companies or move into senior management roles in
engineering and related enterprises.
Feedback
EA Competencies
Edith Cowan University
Centre for Learning and Development
Comparison with WA teaching competencies
1.2000%
1.0000%
0.8000%
0.6000%
0.4000%
0.2000%
0.0000%
Knowledge
Comprehension
Feedback
Application
EA Competencies
Analysis
Teacher Competencies
Synthesis
Evaluation
Edith Cowan University
Centre for Learning and Development
‘Reflection’ in teaching competencies
1.2000%
1.0000%
0.8000%
0.6000%
0.4000%
0.2000%
0.0000%
Knowledge
Comprehension
Application
Feedback
Analysis
EA Competencies
Synthesis
Teacher Competencies
Evaluation
"Reflect"
Edith Cowan University
Centre for Learning and Development
What does this tell us?
The field of engineering:
• Specific language for reflective skills
•
•
•
•
plan
evaluate
interpret
justify
• Require increasingly complex reflective tasks
as they move towards graduation.
Edith Cowan University
Centre for Learning and Development
Where to from here?
• Find the language of the discipline
• Build it into the ePortfolio task
The Design Cycle
Dowling, Carew & Hadgraft, 2012
Alternative Design Process
Arulampalam, ECU, 2013
Edith Cowan University
Centre for Learning and Development
Unit Learning outcomes
Edith Cowan University
Centre for Learning and Development
Supporting the process
To integrate PebblePad into a new discipline
• Use the language of the field
• Bend the tool, not the people.
Edith Cowan University
Centre for Learning and Development
Your turn
• What is the language of
reflection for your discipline?
• How can you adapt PebblePad
to suit your needs?
Edith Cowan University
Centre for Learning and Development
References
Beer, D.F., "Reflections on why engineering students don't like to write - and what we can do about it,"
Professional Communication Conference, 2002. IPCC 2002. Proceedings. IEEE International ,
pp.364-368, 2002. Retrieved from
http://ieeexplore.ieee.org/stamp/stamp.jsp?tp=&arnumber=1049119&isnumber=22469
Clemson University (n.d.) Bloom’s Taxonomy Action Verbs. Retrieved from
http://www.clemson.edu/assessment/assessmentpractices/referencematerials/documents/Blooms
%20Taxonomy%20Action%20Verbs.pdf
Department of Education and Training (2004). Comptency framework for teachers. Retrieved from
http://det.wa.edu.au/policies/detcms/policy-planning-and-accountability/policiesframework/guidelines/competency-framework-forteachers.en?oid=com.arsdigita.cms.contenttypes.guideline-id-3738620
Dunsmore, K., Turns, J. and Yellin, J. M. (2011), Looking Toward the Real World: Student
Conceptions of Engineering. Journal of Engineering Education, 100: 329–348.
Engineer Australia (n.d.) Stage 1 competency standard for professional engineer. Retrieved from
http://www.engineersaustralia.org.au/sites/default/files/shado/Education/Program%20Accreditatio
n/110318%20Stage%201%20Professional%20Engineer.pdf
Edith Cowan University
Centre for Learning and Development
References (cont.)
Faulkner, M. and Azin, S. M. (2011). Stimulating self assessment and reflection in first year
engineering using ePortfolios. Ergo. 2(2), 5-17. Retrieved from
www.adelaide.edu.au/herga/ergo/0202/ergo_v2n2_p5-17.pdf
Prince, M. Does Active Learning Work? A Review of the Research. Journal of Engineering Education.
93(3), 223-231
Riedinger, B. (2006). "Mining for Meaning: Teaching students how to reflect". Ch.10 in Handbook of
Research on ePortfolios, Jafari, A., & Kaufman, C. (Ed.) (2006). Hershey, PA: IGI Global. pp.89100.
Schön, D.A. (1987). Educating the reflective practitioner. San Francisco: Jossey-Bass
Stefani, L., Manson, R. & Pegler, C. (2007). The educational potential of eportfolios: Supporting
personal development and reflective learning. New York: Routledge.
Edith Cowan University
Centre for Learning and Development
References (cont.)
Sutherland, S. Brotchie, J. and Chesney, S. Pebblegogy: Ideas and activities to inspire and engage
learners. Pebble Learning Ltd: Telford, UK.
Western Australian Department of Education and Training. (2004). Competency framework for
teachers. Retrieved from http://det.wa.edu.au/policies/detcms/policy-planning-andaccountability/policies-framework/guidelines/competency-framework-forteachers.en?oid=com.arsdigita.cms.contenttypes.guideline-id-3738620-id-3738620