Cynthia Brown, DNS, RN, AHN-BC,CNE University of West Georgia Bekir Mugayitoglu, EdD(c) Duquesne University Sharon A. Cumbie, PhD, RN, CNS University of West Georgia David D. Carbonara, EdD Duquesne University CIDER-Conference on Higher Education Pedagogy February 10-12, 2016 E-Portfolio: A Celebration of Learning

Objectives Upon completion of this session, participants will be able to: Describe the benefits of using e-portfolio in collaborative learning process Explain the process of implementing e-portfolio within a course/program structure Explore two e-portfolio platforms and approaches to competency-based learning Construct a plan for use of e-portfolio in the online learning environment through engaged discussion

Collaboration Process Initiated at the 2015 CIDER Innovations in Higher Education Pedagogy Conference. Connected around shared teaching and professional interests during the various CIDER conference activities. Maintained contact with Bekir Engaged in project to implement use of e- portfolio into the masters nursing program. How did it start?

Collaboration Process Formally began project April 2015 Regular communication via , text, phone, and internet conferencing Research of literature related to e-portfolio process in higher education Collaborative evaluation of portfolio platform options Development of implementation plan What did you do?

Collaboration Process Invited David to join us to document our process and present at the 2016 CIDER conference.

ePortfolio Overview Electronic collection of student work that reflects academic and professional progress Web-based structure to collect and store appropriate materials Body of work representative of learning over the course of program study (Green, Wyllie, & Jackson, 2014). What is e-portfolio?

ePortfolio Overview The essential aim is to keep students focused on learning rather than on individual projects or products E-portfolios are part of the learning process, not a result of it Reflection is an essential component and facilitates students to build a deeper understanding of the progression of their learning (Garthwait & Verrill, 2003; Bhattacharya & Hartnett, 2007) How does it work?

ePortfolio Overview Matured students’ writing over time. Furthered students to develop technology-related knowledge. Enhanced active, independent, and motivated learning. Provided connection between theory and practice. Linked knowledge gained in the course with professional actions. Carbonara (2008); Wang (2007) What are the outcomes?

ePortfolio in Action: Example 1 Duquesne University: Instructional Technology School of Education Why should you create an ePortfolio?

ePortfolio in Action Duquesne University: Instructional Technology School of Education ArtifactsStandards Ratings How to design your ePortfolio?

ePortfolio in Action Duquesne University: Instructional Technology School of Education What are Artifacts?

ePortfolio in Action Duquesne University: Instructional Technology School of Education How committee members work in comprehensive exam process?

ePortfolio in Action: Example 2 Bekir shared his e-Portfolio, we reviewed, and we all engaged in discussion regarding how it might be applied to graduate nursing education. Review of the literature and ongoing discussion and decision to proceed. Determination of MSN courses for e-Portfolio project placement. Presentation to Graduate Program Faculty for “buy-in” and agree on how to best use in the MSN Program. Decision to implement pilot with all MSN students starting Fall 2015; and continue with nurse educator track through Spring 2016 (Final Practicum, Capstone, & Graduation). University of West Georgia: Tanner Health System School of Nursing Initiating the Process

ePortfolio in Action Which platform should we use? – Cost to student – Privacy policy – Ease of use and navigation – Interface with university platform (Google) – Portability Require template or allow individual web design? – Number of faculty readers a consideration – Ease of students sharing with one another important – Variability of technology skill among students – Student time availability and commitment – Structure and content of site consistent with program learning outcomes University of West Georgia: Tanner Health System School of Nursing

ePortfolio in Action The Decision Platform: Google Sites Create a standard template Develop the structural layout UWG MSN e-Portfolio Template University of West Georgia: Tanner Health System School of Nursing

ePortfolio in Action Literature Reflects academic and professional progress; and establishes a body of work (Green, Wyllie, & Jackson, 2014) Facilitates students to build a deeper understanding of the progression of their learning through ongoing self- reflection (Carbonara, 2008) Student Comments Self affirming to list my accomplishments and see how far I have come Helped to build a compilation of my work and see growth in the program. Bolstered my confidence I felt like it added value University of West Georgia: Tanner Health System School of Nursing Evaluation Survey (with IRB approval): N=11/16

ePortfolio in Action Literature Furthered students to develop technology-related knowledge. (Wang, 2007) Positive effect on student work and students’ perception of their work. (Sanchez, Soto, and Gonzalez, 2015) Student Comments It helped me understand how to use [e-portfolio] to communicate my skills and strengths. Improved my computer technology proficiency. Added to my IT skills and awareness. It gave me a sense of satisfaction and increased my confidence. Fun to learn and create something that will be useful for the future. University of West Georgia: Tanner Health System School of Nursing Evaluation Survey (with IRB approval): N=11/16

Summary-Closing Our collaboration around core interests allowed us to transcend disciplinary, institutional, and geographic boundaries.

ePortfolio Outcome As students demonstrated increased knowledge of instructional technology and showcased learning outcomes, the e-portfolios revealed evidence of increasing advocacy for the use of instructional- technology in their future profession.

E-portfolio allows participants working toward a common cause to obtain a shared knowledge of interests, goals, accomplishments, and aspirations of one another, which reinforces the sense of community and enhances potential for future collaborative work.

Open Discussion What do You Think? How might you apply the e-portfolio teaching-learning strategy to your own area of interest? What might be facilitating factors? Inhibiting factors? How do you think you could use the e-portfolio to enhance scholarship communities?

References