The case for an ePortfolio

The introduction of the BSc. (Hons) Operating Department Practice curriculum (CODP, 2011) allows our ODP teaching team the opportunity to introduce an ePortfolio as an integrated part of professional practice and clinical skills development.

The historical paper portfolio was very driven by demonstrating learning outcomes. It is hoped the ePortfolio will encourage the students to think more about self-outcomes, generating varied evidences and not rely solely on a competency outcome model. Self-assessment is a skill that the team wish to encourage as the students are required to develop as reflective practitioners.

Retention and attrition are also considerations in the decision to introduce the ePortfolio. Pre-course activities, supportive communities and increased communication could be facilitated through the use of an e-portfolio.

Slade et el (2013) provided a succinct over view of the current array of available software options for an ePortfolio (Fig. 1.). This review and evaluation was useful in choosing the right platform to achieve our teaching, learning and assessment strategy. Our chosen ePortfoliocontains the flexibility to produce templates to meet virtually all requirements. It provides an authentic personal learning space in which content truly belongs to the user, with no possibility of anyone else accessing content that has not been shared intentionally. It also provides a solid mobile device and accessibility compatible solution, which does not provide a full visual experience, but offers an equivalent content-creation platform. The providers, Pebble Learning, have strong higher education connections and relate to the pedagogical needs of an ePortfolio solution that is evident in the software.

Criteria
Software / Links to VLE / Interoperability / Sharing / Functionality / Accessibility / Support / Hosting / Corporate look and ITS infrastrure
Blackboard / + / + / - / - / - / + / + / +
Campus pack / + / - / - / - / - / + / + / -
Mahara / - / + / + / + / - / + / + / -
OneNote / - / - / - / - / - / - / - / -
PebblePad / + / + / + / + / + / + / + / +
Wordpress / - / + / - / - / - / - / + / -

Fig. 1.Comparison of software options for an ePortfolio (adapted from Slade et al, 2013).

Students create and collect assetsof their learning, experiences and reflections across all three assessment domains e.g. Psychomotor, cognitive and professional skills. This harnesses behavioural, cognitive and humanistic learning theories and provides an intrinsic linkfor the holistic assessment of a learners’ competence.

Making the use of an ePortfolio as a requirement of an assessment can also be beneficial in increasing students’ motivation to learn to use their ePortfolio effectively. This will enable students to become more familiar with the different functions and may lead to increased use for a variety of purposes, which they may identify themselves, after the assessment

Receiving feedback on work produced is considered to be very important for promoting successful learning. The sharing of work through ePortfolios and receiving feedback or comments can be instantaneous. Student’s motivation is raised if feedback is given early and is constructive. It is possible within an ePortfolio for the student to store the electronic feedback and can be used by the student when reflecting on their progress (HCPC, 2012 and 2014).

Aims and purpose for the ePortfolio

To replace the current paper based practice portfolio.

To improve the validity and reliability of practice assessment.

To inextricably link various sources of evidence to specific practice outcomes.

To reduce the amount of free writing for mentors.

To empower the student to become self-reliant, organised and efficient learners.

To meet curriculum requirements for professional autonomy and development.

To integrate learning technology into the programme, improving the key skills required for IT.

Andrew Gulley

Deputy Head of ODP education

University of Leicester

Monday, 10 September 2018

References

College of Operating Department Practitioners. (2011) Bachelor of Science (Hons) in Operating Department Practice – England, Northern Ireland and Wales: Curriculum Document, London, College of Operating Department Practitioners.

Health Professions Council (2012) Standards of education and training, London, Health Professions Council.

Health Professions Council (2014) Standards of proficiency: Operating Department Practitioners, London, Health Professions Council.

Slade, C., Murfin, K. and Readman, K. (2013) Evaluating Processes and Platforms for Potential ePortfolio Use: The Role of the Middle Agent, International Journal of ePortfolio, Volume 3, Number 2, 177-188.