Pebble, outcomes and student-led learning Ken, Heather, Jacqui, Helen, Yusuke or the ECU collective This facilitated discussion will engage participants in the theory, know- how and practice wisdom associated with academic standards through the incorporation of eportfolio approaches. Our experience in applying PebblePad to support learning-centred approaches and quality enhancement will cover a range of disciplines including engineering, midwifery, computer science, psychology and speech pathology.

Learning Outcomes Evaluate outcomes and standards-based approaches Discuss the role of the learner in providing institutional outcomes Describe and analyse concrete examples of implementation in discipline-specific applications Apply those principles to personal practice

Mabin (2012) Victoria Business School

There is no knowledge without a knower (Peet, 2011).

Self-authorship Marcia Baxter Magolda (2002) “The shift from reliance on external authorities as the guiding force of knowledge and self-definition to an internal sense of self as the guiding force that grounds the construction of knowledge, self, and relationships” (p. 4)

(uni appl.) Sutherland (2005)

How might PebblePad be used to support accreditation standards? Accreditation the driver of the quality agenda (Kuh & Ikenberry, 2009) Establishing readiness –ECU approach –Michigan Integrative Knowledge Collaborative (Peet) Some coursewide examples

ECU Approach Engineering approach Primary education Midwifery Heather Pate

1 st Year2 nd Year Identifying Professional Standards Storage of assets for portfolio Interactive workbooks Reflection Storage of assets for portfolio Webfolios for content areas Coursewide implementation 3 rd Year4 th Year Mapping Professional Standards Reflection Storage of assets for portfolio Developing assets using templates Webfolios for content areas Interactive workbooks Reflection Professional portfolios Susan Main, Katrina Strampel

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, , 3.1 Team work – EA Competency 3.6

Unit Learning outcomes

How might accreditation standards be used to construct meaning for learners? Australian OLT approach Two current US approaches Our ECU approach

Oliver & Whelan (2011)

Transfer criterion: Adapts and applies skills, abilities, theories, or methodologies gained in one situation to new situations Standards achieved as milestones from first year, midcourse and capstone AAC&U Integrative learning VALUE rubric

Lifelong Learning Curriculum Transformation (Peet, 2011) Strengths, values and philosophy statement Context of learning, importance, skills gained, lessons learned, impact of work Map to institutional learning outcomes Tacit knowledge and story making

Process of learning - capstone unit Personal development ePortfolio and presentation samples AAC&U integration rubric Peer feedback using rubric with instructor as validator of assessment Assignments due earlier for feedback Psychology capstone unit

Relational learning Yusuke Ishimura

Workbook School of Nursing and Midwifery Helen Godwin Jacqui Patten

Registration Centre for Learning and Development

What are the opportunities in working reflexively to produce outcomes designed to meet accreditation needs? Pirie, Cordiner & Triggs (2011) What are the opportunities for working reflexively to produce outcomes designed to meet accreditation needs?

Where to from here? Find the language of the discipline Build it into the ePortfolio task Dowling, Carew & Hadgraft, 2012 The Design CycleAlternative Design Process Arulampalam, ECU, 2013

(uni appl.) A AACSB B Oliver (2011) ABC C C2L (Chen) D D MIKC (Peet) E E ECU Summary Sutherland (2005), annotated

Conclusions – work in 4 th space Rich personal data and hard MIS supports knowledge through:  Transferring from classroom to work  Reflexive integration  Relational integration