Category Archives: Events

Resources from the Portfolio CoP Meeting: November 2012

On November 29th, the Portfolio CoP had the opportunity to hear Dr. Bernie Garrett Present on the evaluation of the PEP Portfolio in nursing. His presentation ‘The Evaluation of an Electronic Portfolio for the Assessment of Clinical Competence in a Baccalaureate Nursing Program’ was followed up by an engaging discussion around ePortfolios. We also brainstormed possible meetings events for the 2013 winter term.

Possible Events for the Winter term
  • Reflection frameworks
  • Portfolios in job hunting–Portability
  • Assessment Rubrics and Form and feedback for reflection
  • Comparing ePortfolio products
  • Portfolio assessment
Session Resources

Bibliography from Presentation: 
Anderson, D., Gardner, G., Ramsbotham, J., & Tones, M. (2009). E-portfolios: Developing nurse practitioner competence and capability. Australian Journal of Advanced Nursing, 26(4), 70. 

Bogossian, F., & Kellett, S. (2010). Barriers to electronic portfolio access in the clinical setting. Nurse Education Today, 30(8), 768. 

Butler, P. (2006). A review of the literature on portfolios and electronic portfolios. Retrieved 09/14, 2011, from ttp:// eportfolio%20Project%20Research%20Report.pdf. 

Chabeli, M. (2002). Portfolio assessment and evaluation: implications and guidelines for clinical nursing education. Curationis, 25(3), 4. 

Garrett, B. M., & Jackson, C. (2006). A mobile clinical e-portfolio for nursing and medical students

Resources Mentioned During the Session
Upcoming Events

Upcoming Portfolio CoP Events

Evaluating ePortfolio Projects, November Portfolio Community of Practice Meeting

Time/Date: November 22nd, 1:30-3:00pm
Location: Irving K. Barber Learning Centre, 2.22/23
Speaker: Dr Bernie Garrett, Associate Professor, UBC School of Nursing

This session will focus on how we evaluate ePortfolio projects in our teaching context. This will include a presentation by Dr Bernie Garrett on his recent paper ‘Evaluation of an ePortfolio for the Assessment of Clinical Competence’ In A Nursing Program. Join us for this session and discuss approaches to evaluating ePortfolio projects, questions to ask and consider what success looks like. The Portfolio CoP is open to the anyone with an interest in portfolios, ePortfolios, or portfolio assessment in general.



Enhancing your Teaching Portfolio

Time/Date: January 11th, 2:00-4:00pm
Location: Irving K. Barber Learning Centre, Fraser River Room 2.27

This session brings together junior faculty community of practice and the portfolio community of practice to focus on tips and ideas for construction of effective teaching portfolios. Teaching portfolios are being increasingly used by faculty members as a way to chart and reflect on their practice as well as for tenure, promotion and hiring in the context of higher education. If you are in the process of developing or starting to think about developing a teaching portfolio this session will get you started articulating and providing evidence for your teaching approaches and beliefs. Learn about resources available to support you.


Portfolio CoP Meeting Minutes, October 3rd, 2012

Portfolio Community of Practice (CoP) Meeting
October 3, 2012 1:30 – 3:00pm
Fraser River Room 2.27


1. Introductions & updates
2. Digital identity discussion with Cindy Underhill

Cindy Underhill,  Learning Strategist at CTLT, shared with us an introduction to digital identity, loosely defined as anything that you or others publish about you online. Like a tattoo, a digital identity can be beautiful but is also permanent and can be hard to remove. In the discussion that followed the group explored some of the following issues:

  • Some students are embarrassed by sharing online when they are novices in their professional field
  • Many students, after initial resistance, have come to be proud of their e-portfolio
  • Students’ primary concern around portfolios is censorship – they don’t want to get in trouble for what they write
  • Students may want to share their ‘reflections’ with only one faculty member, for example
  • Students may want a completely private space for individual reflective work.
  • A WordPress platform allows students control over who has access to view which parts of the portfolioStudents are looking for clarity on the purpose of the portfolio to buy-in on the ‘why’
  • There is the idea that “students don’t care about privacy” – but in fact a Piu study showed that students do care, what they want is control over what’s public and what’s private.
  • Faculty primary concern is around confidentiality
    • Confidentiality of patient information, for e.g.
    • Sharing of ‘private’ opinions, eg on
    • Faculty may want to be reassured that their comments on portfolios are kept confidential, for example.
  • Digital identity is gaining increased attention in the last few years in the field of nursing
  • Students often ‘prune’ their digital identity to fit their new professional identity
  • There is no one-size-fits all approach – some individuals combine professional & personal identity online, some keep the two very separate
  • There are often standards of ethics for individual professions
  • Some units take the approach that part of a professional responsibility is to be sure that what you post online is ready to be published – thus no editing is permitting for posts
  • The idea is to encourage students to think carefully before they post publicly
  • In the first year of a program, there may be resistance primarily as a result of the technology
  • Adding a course in first semester addressing reflection helps prepare students for the reflective process
  • Important to emphasize the ‘process’ of making a portfolio – recognizing learning, selecting items to include, and changing the portfolio over time
  • The process is as important as the portfolio ‘product
  • It can be hard for some to see that both process and product are useful
  • Many students are so proud of their portfolio at the end of the program that they do download the file and take it with them
  • Some have reported that their portfolio made the difference in getting them a job – having an e-portfolio put them a step ahead in terms of self-presentation and technological skills.

3. Planning for the upcoming year & blog-to-email

The group came up with several ideas for meetings in the coming year (through general discussion)

  1. Discussion: processes for early visioning / planning of a program-wide portfolio initiative
  2. Presentation & brainstorm session: Having folks who are considering launching a portfolio program present their current ideas & gain the insight/wisdom of the group
  3. Presentation & discussion: update on the latest e-tools in portfolio development
  4. Presentation & discussion: recent evaluation of the portfolio program in nursing
  5. Discussion: how to motivate faculty to adopt eportolios
  6. Discussion: how to ensure ‘safety’ in portfolios
  7. Presentation or Discussion: how to focus on and assess the process, rather than just the product, of an eportfolio.

**The group agreed that the best way to choose the next meeting topic(s) would be by an online survey, so as to include those who were not present at this meeting.

The Portfolio CoP Blog is at:

Upcoming Portfolio Webinar

ePortfolios To Improve Teaching, Learning, And Assessment

Thursday, October 4, 3:00-4:30pm EDT
online webinar
Host: Innovative Educators

NOTE: Payment is not required prior to event date. The recording is included and is accessible for one full year.

Electronic portfolios, or ePortfolios, are not a new idea. They have long been used to share work and professional history. Recently however, educational institutions have picked up the technology as an effective and engaging way to assess students. ePortfolios are also being used to engage students more deeply in learning by encouraging reflection.

In this webinar participants will learn about the varied uses of ePortfolios and suggested practices in the classroom. Resources to support use of ePortfolios to improve teaching, learning, and assessment will also be made available.

– Describe a variety of purposes for electronic portfolios
– Explain the process of “folio” thinking
– Articulate why reflection is important to deep learning
– Understand how to use ePortfolios for assessment purposes
– Access resources that will help them begin to use ePortfolios to improve teaching and learning

– Faculty
– Deans of Instruction
– Graduate teaching assistants
– Program coordinators
– Administrators

Debra Runshe is an Instructional Development Specialist at Indiana University. She assists staff and faculty in addressing complex teaching and learning issues relating to teaching methods, assessment, and the use of instructional technology. Her dedication to quality teaching has led to her involvement in many national endeavors. As a member of the Carnegie Foundation’s CASTL Program: Scholarly Inquiry about Active Pedagogies cluster group, she explored active learning pedagogies in universities across the nation and presented the findings nationally. She has been involved in several grant projects funded by: Fund for the Improvement of Post Secondary Education (FIPSE), National Science Foundation (NSF), and Department of Education (DOE). Presently, as a member of Cohort VI of the Inter/National Coalition for Electronic Portfolio Research she is exploring the use and best practices in portfolio learning. She is also participating in the FIPSE project: “Connect to Learning: ePortfolio, Engagement, and Student Success,” a nationwide educational innovation project focused on exploring and strengthening best practices in ePortfolio pedagogy.

Reflections on the PebblePad Demo

Thanks to Ranvir Bahl for setting up a demo of the PebblePad Personal Learning System on Thursday, July 12th. The webinar was hosted by Shane Sutherland (one of the founders and Development Director of Pebble Pad).

Shane provided an overview of the PebblePad system and we discussed how it might support goals and instructional needs for select professional programs at UBC. Overall PebblePad is a robust Personal Learning System that has four main functions in relation to teaching and learning.

1. Assets
A system where students can store artifacts (assets) and repurpose them to present in different blogs, webfolios and portfolio pages. These assets can be drawn from learning management systems, social media and cloud storage applications (Google Drive). Templates allow the learners to create guided reflections and link each assett to particular competencies and/or skills levels.

2. Webfolios, Blogs
Learners can share these assetts in different ways by linking them to blogs, webfolios and other PebblePad tools.

3. Atlas
PebblePad includes an assessment/sharing management tool, Atlas. This allows faculty, staff and students to access portfolios, blogs, that have been shared with them. Atlas provides robust assessment functionality such as the ability to lock files while assessing and provide anonymous assessment.


  • Robust system that meets many of the e-Portfolio instructional needs required by some professional programs
  • Provides a way to link learning across courses and personal learning networks
  • Assessment tool (Atlas) provides a means of making the assessment process valid and efficient
  • The asset repository allows learners to link and share artifacts in multiple places
  • Mobile integration allows for assets to be created from a mobile device


  • PebblePad is only beginning to access the North America market
  • This robust system is expensive and complex compared with Portfolio tools and implementation would be an intensive process
  • Currently, there is a limited functionality to establish learning communities in PebblePad

Link to PebblePad resources

Portfolio CoP Meeting: Faculty and Student Engagement

Thanks for attending the Portfolio CoP meeting on Wed, March 7th and thanks to Karen, Michelle and Dianne for facilitating presentations about faculty and student engagement in e-Portfolio projects. These presentations lead to some engaging discussion about some of the challenges and opportunities that we all face in our practices supporting and promoting these projects with faculty and students.


Cyberpsychology An Introduction to Human-Computer Interaction.  Kent Norman, Cambridge University Press 2008.

Webspace for eportfolio competition in Computer Science at UBC


Exploring ePortfolio Technologies: Reviewing Platforms and Approaches for Teaching, Learning and Beyond

A new series of webinars reviewing e-Portfolio platforms in teaching and learning  has been planned in collaboration between EPAC, ePortfolio California and AAEBL. The series of webinars Exploring ePortfolio Technologies: Reviewing Platforms and Approaches for Teaching, Learning and Beyond is an ongoing series of webinars where leading eportfolio developers describe how their selected tool meets their teaching and learning needs.  This series is a good opportunity to see what tools different institutions have implemented and how they might be use in the context of your program.

The webinars will be presented every Wed beginning September 14th at 10:00am, PST.

Upcoming sessions

November 9 – FolioTek

November 23 – Epsilen

December 7 – Mahara



AAEEBL ePortfolio Research Study

The The Association for Authentic, Experiential and Evidence Based Learning (AAEEBL) is in the process of administering a world-wide survey of ePortfolio implementations in higher education. The survey results will be compiled and shared at the The AAEEBL International ePortfolio Summit 2011 in Boston, July 25 – 28 .  In addition, the results will be discussed in a number of follow-up webinars and online chats.  This survey is part of a larger research initiative that is trying to determine ” how eportfolios are being promoted in higher education globally and identifying the conditions conducive to successful implementation of eportfolios and associated pedagogies and assessment strategies.

If you are interested in completing this survey I have pasted the instructions and the survey link below. I will be posting webinars and chats discussing this survey as they become available.

We invite you to respond to these survey questions from your own individual, personal and professional perspective, focusing on a single eportfolio project or program with which you are involved.  You are not expected to feel responsible for speaking for your program or for what may be several eportfolio initiatives at your institution.  However, you are encouraged to forward information about this survey to colleagues who may also be working with eportfolios so that we may include a diverse range of eportfolio-related initiatives. This survey will take approximately 15-20 minutes to complete.

Please find this survey at:

March Portfolio CoP Meeting Summary

The March Portfolio CoP meeting provided a great opportunity to share information and experiences developing and implementing learning ePortfolios. During the meeting Karen Gardner presented an engaging session describing her experience developing and implementing learning ePortfolios as an assessment and interactive learning tool in the Faculty of Dentistry.

Dr Gardner, described the development of, a web platform designed for dental students that provides a space where they can participate in online learning communities and peer review with international colleagues. Dr. Gardner emphasized aspects of this project including the value of reflection and peer feedback in enhancing learning, the role of vertical integration in learning communities, and approaches taken to supporting the development of and interaction within these communities. I have linked the resources mentioned during the presentation below and attached the presentation slides to this email.

Presentation Resources

Palloff, R, and Pratt, K. (2007) Building Online Learning Communities. 2nd ed
Jossey-Bass, San Francisco.

West, R.(2010) A student’s guide to strengthening an online community.
Tech Trends Sept/Oct 54(5) 69-75.

Garrison, D., Anderson, T., and Archer, W. (2000) Critical inquiry in a text-based
Environment: computer conferencing in higher education. The Internet and
Higher Education 2(2-3) 87-105.

Hawkes, M. (2006) Linguistic discourse variables as indicators of reflective
online interaction. The American Journal of Distance Education 20(4) 231-244.

Watkins, C. (2005) Classrooms as learning communities. London Review of Education 3(1) 47-64.

Upcoming EPAC Webchat about implimenting the Mahara ePortfolio Tool

Upcoming EPAC Webchat about customizing the Mahara ePortfolio Tool:

EPAC April Webchat with Pace University: Customizing Mahara as an Open Source Solution to Create a University-wide “Educational Passport” for Learning

When: Thursday, April 7, 2011
10 a.m. PT/11 p.m. MT/12 p.m. CT/1 p.m. ET

This event is free to all interested individuals although pre-registration is required:

If you cannot attend but would like to be notified when the archived recording of the session is available, please go ahead and register as well.

This webinar/chat will describe the Pace solution for implementing a university-wide ePortfolio program, with our Open Source software, Mahara. Within one year, we have customized our platform, and gone from a small pilot program to a multi-faceted integrated ePortfolio, working with undergraduate and graduate students and faculty from across the disciplines, as well as partnering with Career Services, and Student Life.

Beth Gordon Klingner is the Executive Director for Academic Technology at Pace University and is also an adjunct instructor in English, Communications and Psychology. Beth has been an ePortfolio enthusiast for the past ten years. This year, Beth is participating in the LaGuardia Community College’s Making Connections program on ePortfolios. In addition, Beth is also interested in blended learning, distance education and emerging technologies. Beth recently co-authored a chapter in Teaching Inclusively in Higher Education, titled “The Technological Age of Teaching.” Beth earned her BA in Literature from Binghamton University, her MA in English Education from SUNY–Albany, and her PhD in Educational Technology from Walden University.

Linda Anstendig is a Professor of English, Co-Director of the Pace ePortfolio Program, and Executive Assistant to the Dean of the College of Arts and Sciences at Pace University. This year Linda is a member of the leadership team for the LaGuardia Community College Connect 2 Learning Grant, and is leading faculty development Teaching Circle seminars for developing ePortfolios. Her publications include a text, Writing Through Literature, co-authored with David Hicks, a chapter in Peter Seldin’s Teaching Portfolios, a book chapter in It Really Works: Ideas from Award Winning English Teachers, and numerous aritcles on writing across the curriculum, service learning, and writing with technology. Linda earned her BA from Connecticut College, her MAT from Harvard University, and her Ed.D from Columbia University Teachers College.