Electronic Portfolios: Tools for Learning and the Workplace Tracy Penny Light, St. Jerome’s University Bob Sproule, University of Waterloo 2017 The Workplace October 13, 2007

Today’s Overview  Electronic Portfolios for Learning  UW Competency Portfolio Project  Developing Competencies in Accounting and Financial Management  Research in Co-op

What are Electronic Portfolios? Electronic portfolios (ePortfolios) are collections of digitally represented artifacts that:  document practice  include reflection  integrate experience  map to goals and/or standards  promote deep learning and knowledge transfer

Characteristics of Deep Learning  Deep Learning – involves reflection – is developmental – is integrative – is self-directive – is lifelong (Cambridge as quoted in Barrett, 2004):

Accounting and Financial Management  Professional “soft-skills” - initially focused on teamwork skills Brooke  Building on academic skills in the workplace (co-op work terms) Thermani

Accounting and Financial Management  Expanded to include community learning (residence life)  Research focused on 2 areas: Reflection as a tool for developing competency Making connections between learning experiences (co-op to academic)

Research Project  National Coalition on Electronic Portfolio Research  The University of Waterloo’s context  The University of Waterloo’s research issues: How does engagement with ePortfolios map against other engagement indicators (NSSE)? Do ePortfolios assist students to document their learning in different contexts and promote transfer between them? Do ePortfolios transform how students view learning?

Research Project  Reflection is what makes us learners; we need to practice, assess and perfect it.  Four criteria characterize the concept of reflection: Reflection is a meaning making process Reflection is systematic, rigorous and disciplined; with roots in scientific inquiry Reflection needs to happen in community Reflection requires attitudes that value personal and intellectual growth From: Carol Rodgers, “Defining Reflection: Another Look at John Dewey and Reflective Thinking,” Teachers College Record, 104, 4 (June 2002):

Initial Research Project  Our study group – accounting students starting their academic program in the fall of 2006  Their work to date – create an ePortfolio and reflections / artifacts to date  Our pilot project group – accounting students who started their academic program in the fall of 2004

Contextual Comments  University/College setting tends to focus on the academic setting only.  Professional accounting organizations have developed competencies for their profession.  Government funding for post secondary institutions is increasingly focused on demonstrated learning outcomes.  Our program and curriculum mapping  ePortfolios support higher order thinking consistent with Bloom’s taxonomy.  Changes in our world, as a result of technology and globalization further support the need for integrative learning.  ePortfolios facilitate : connections, benchmark performance and plan for the future.  Importance of feedback

Early Results – Initial Project  Making connections by reflecting on one’s experience is a learned skill, one that students need to develop.  The opportunity to make connections will foster development: “I would just like to say that I never knew just how important the team reflections from AFM 131 would be, until I began preparing for interviews for summer internships at accounting firms. I figured they would ask about teaming [sic] experience (which they did) and I was fully prepared to answer their questions because I referred to what I had wrote [sic] in my team reflections. On a side note, I have received an offer… and I owe a lot of that to the reflections! Virtually all of their questions were about experiences in teams.” Student , February 25, 2007

Early Results – Initial Project  In one-time contexts we need to scaffold student learning.  Expected outcomes that reflections address need to be clearly articulated.  Analysis of the first 3 reflections from the pilot project group show progressive demonstration of:progressive Meaning making Reflection in community Attitudes that value personal and intellectual growth

Early Results – Initial  ePortfolios need to be program based.  ePortfolios provide context to one’s learning. “I had a new perspective on learning, a new appreciation on how my life was connected, and a new tool to organize my thoughts with. I realize now that my personal interests have value in my education, and my education in the way I live my life outside the classroom” From a student, July 2007.

Workplace Research  Can ePortfolios supplement or substitute work term reports?  What is the connection between ePortfolios and HR systems designed to track competency/skill development?  How can ePortfolios be useful to employers (before and after hiring)?

Conclusions Electronic Portfolios are:  an integrating tool for learning and knowledge transfer  a way to “close the loop” between the academic and workplace (and community) contexts  a tool to develop reflective thinking which promotes life-long learning for the changing workplace

Questions?

Thank you! Tracy Penny Light Bob Sproule