Implementation ePortfolio for NZ Osteopaths CPD 2013 OCNZ @OsteoRegulation
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Transcript of Implementation ePortfolio for NZ Osteopaths CPD 2013 OCNZ @OsteoRegulation
e-Portfolio Auckland May 2013
Stiofán Mac Suibhne
Reflective Practitioner Model
e-Portfolio / PebblePad
Implementation
Overview
Reflective practice: ‘the capacity to reflect on action so as to engage in a process of continuous learning’ (Donald Schön 1930 – 1997).
Schön felt this was one of the defining characteristics of professional practice.
Educationalist interested in the processes by which professionals develop their knowledge base and apply it to practice.
Reflective Practice
Conventional wisdom of Evidence based practice applies theoretical knowledge to practice.
In reflective practice theory and practice are seen as being reciprocally inter-related.
Professional identity / knowledge is complex and is not merely assembled from discreet knowledge base.
Professional knowledge / identity arises from a synthesis of natural and social sciences
Integrating Theory & Practice
R U a Reflective Practitioner?
Reflection-in-Action: as we work identifying learning needs / opportunities
Reflection-on-Action: After the fact seeking theoretical perspectives and integrating them into our thinking
Reflection-for Action: Applying knowledge to practice
Creating Personal reflective space / Organisational Context. Thinking>Analysis>Self>Awareness
Reflection and Action
Skills acquisition: Cognitive - Associative - Autonomous - "OK" Plateau - Fitts & Posner.
Freshen-up - you need to maintain interest in your practise
Honesty & Openness to change / development
Comply or Excel?
Learning Needs Analysis
- Known to Others +
+ K
nown to S
elf -
Johari Window
Learning Needs Analysis
Osteopathic Capabilities
Kirkpatrick’s Hierarchy
Evaluating work based learning
Evaluating work based learning
A Simple Model of Competence
Miller GE. The assessment of clinical skills/competence/performance. Academic Medicine (Supplement) 1990; 65: S63-S7.
Knows
Shows how
Knows how
Does
Pro
fessio
na
l a
uth
en
ticity
Written, Oral orComputer based assessment
Performance or hands on assessment
Miller’s Pyramid
Miller’s pyramid of competence indicates that assessment of ‘does’ reflects professional authenticity.
Whatever one ‘does’ in the assessment must reflect practice in order for that assessment to be authentic.
The portfolio purpose is to guide learning and capture evidence
Portfolio was the Hoorah word of ‘90s
Evidenced Based Practice ’oos
e-Portfolio is current Hoorah!
Trial the e-Portfolio for the overseas assessment processes
Reference Group to look at applications for CPD / Recertification Processes
Portfolio / e-Portfolio
There is still a great deal of debate about what an ‘ePortfolio’ actually is and this debate is unlikely to ease because ePortfolios come in many shapes, sizes and colours.
To add to the confusion, the term ‘ePortfolio’ means different things to different people:
a repository, a presentation, a system a private space, a social networking space or a combination of any of these.
There are now many tools available that profess to be an ‘ePortfolio’ and all look different, have different purposes, or target different audiences.
ePortfolio?
While PebblePad has its origins in the university environment, its design philosophy is one of learner ownership and control:
It is a space for personal learning that belongs to the learner not the institution;
it is populated by the learner not their assessor / teacher / preceptor
it is primarily concerned with supporting learning not assessment it is for life-long and life–wide learning not a single episode or a
single course it allows learners to present multiple stories of learning rather
than being a simple aggregation of competencies and, importantly, access to it is controlled by the learner who is
able to invite feedback to support personal growth and understanding.
PebblePad
A ‘Personal Learning Space’ does all of the above AND facilitates the process of life–long and life-wide learning.
A personal learning space has inbuilt tools and functions that generate learning as distinct from simply recording and evidencing learning.
Internal wizards prompt the user to consider diverse aspects of their experiences and facilitate the process of making sense of, and learning from, these experiences to a much deeper level.
Personal Learning Space
Learning
Pedagogy – Teacher determines content / deliver / learning goals and assessment
Andragogy – Self Directed Learning
Adult education and characterised by learner control and self-responsibility in learning, learner definition of learning objectives in relation to their relevance to the learner, a problem-solving approach to learning, self-directedness in how to learn, intrinsic learner motivation, and incorporation of the learner experience
Learning
Heutagogy (based on the Greek for “self”) was defined by Hase and Kenyon in 2000 as the study of self-determined learning.
Heutagogy applies a holistic approach to developing learner capabilities, with learning as an active and proactive process, and learners serving as “the major agent in their own learning, which occurs as a result of personal experiences”
.... is a personal learning space where individuals can plan,
record and demonstrate their independent learning wherever
it occurs. A range of inbuilt templates support users as they
develop their learning abilities. All templates are underpinned
by a reflective structure to ensure users create thoughtful,
iterative and enduring records of learning and experience.
These records can be selected and collated into various types of
presentations which can be shared with different audiences
for a range of purposes including assessment, accreditation
and application.
Personal Learning Space
Active Teaching, Learning and Assessment Space Institution space designed to support teaching and learning activities
and the whole assessment process
Any type of digital file can be assessed in ATLAS, from an uploaded word document to a rich, evidence based online portfolio.
Features include:- immediate tutor access to student work all in one place- immediate student access to feedback and grades- comment banks for streamlining feedback- tutor group allocation to distribute students to tutors- external access for moderators- archiving for quality control purposes
[PLuS = Personal Learning Space]
[Active Teaching, Learning and Assessment Space]
Cloud BasedBasic functions work on iPads PebblePadWebfolioFolio
PebblePad
An understanding of the nature of ‘Practice’ is central to designing an assessment process which is capable of capturing evidence of an individual’s ability to practice.
The first step in designing the assessment process was accepting a conceptual model for osteopathic practice.
Then developing an analysis / deconstruction of practice from the perspective of process - rather focussed on academic knowledge – Osteopathic Capabilities Framework.
Identifying assessment tools to assess the various components of practice. K S A
Assessment Methodology
Learning Needs Analysis
Personal Development Plan
Evidence
Case based Discussion
Critical Incident Report
Critiquing journal articles
Literature reviews
Reflective statement from training courses
ePortfolio Assessment Tools
Implementation
Preceptor Training Nov 2013 Call for expression of interest -Peer
Group implementation sites Unitec – Clinical Practicum Overseas Assessment Process from
Jan 2014 Peer Group Training March 2014 Recertification - Voluntary adoption
by registrants 2015 Recertification Mandatory 2016