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5R Review Framework: Supporting the ePortfolio Transition
Conference paper   Open access   Peer reviewed

5R Review Framework: Supporting the ePortfolio Transition

Angela M Hansen and Ruth Greenaway
2017 ePortfolios Australia Forum Book of Short Papers, pp.1-8
ePortfolios Australia Forum: Owning, supporting and sharing the journey, 2017 (Melbourne, Australia, 20-Sep-2017–21-Sep-2017)
Queensland University of Technology
2017
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Abstract

Specialist Studies in Education Curriculum and Pedagogy ePortfolio capacity building support learning-centred
Many Australian higher education institutions have embraced electronic portfolios for enhancing graduate capabilities and employment skills. The technology provides a student-owned and managed canvas to create and curate evidence of student learning. The University of the Sunshine Coast (USC) adopted PebblePadâ„¢ as the University-wide electronic portfolio (ePortfolio) platform in 2013. The University successfully implemented PebblePadâ„¢ into its repertoire of Educational Learning Technologies through a three-phase process: feasibility study, early adopters phase and an institution-wide ePortfolio Implementation Project (2012-2015). Since the conclusion of this project, USC has faced a range of contextual changes and challenges. This paper sets out the current challenges USC is facing in this transition and the key factors in the approach taken in sustaining educational innovation with ePortfolios. In particular, how the University's Centre for Support and Advancement of Learning and Teaching (CSALT) have employed a variety of people-centred and distributed support models to build staff capacity for using PebblePadâ„¢. The key factors and the levels of support that facilitated success are framed and discussed using a 5R Review Framework: Readjustment, Rebuilding, Responsiveness, Reflective evaluation and Refocus. The Readjustment required in the transition from strategic project to the operational phase; Rebuilding from a single point of support model; Responsiveness demonstrated in the variety of support models developed to build individual and team capacity; Reflective evaluation and refocus in the next stages of planning to improve student outcomes.

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