Implementing Innovation Strategies

Over the last few weeks I have researched many different ways that my innovation plan could be utilized. Not only did I find different ways that it would be not so great, be successful, and lessons I could learn from other organizations. I recently, reviewed many different institutions case studies regarding what worked or didn’t in my recent literature review. You will find below a highlight of what I learned from that literature review.

What Worked

What Could Have been Done Better

Lessons Learned

Throughout my research, I learned many different lessons that I believe will be effective when implementing my e-portfolios this Fall or Spring. I still have many things to consider when bringing this concept to my students. I believed that I had a solid plan to review the many case studies that we reviewed over the course of the last few weeks. Below you will find a few barriers I reviewed when working through my research. I have found there are many ways that these processes need to be thought out and should be done better.

#1 When you look at number one you have to consider the teacher/instructor buy-in. Why, you ask? Well the are the person delivering the information to our students. We need to make sure they are on board. If they are not on board and convinced the plan is sure to fail. They may plan to use them because they are told but, if they do not see the actual need for them they will not effectively enforce the proper use of the e-portfolio. Also, when implementing technology we need to ensure the education to our faculty on proper use of the program. They will need some type of professional learning, in order to teach the program to their students. Therefore, if we look at the University of Calargary we will notice they implemented e-portfolios but, failed to ensure that their faculty was properly trained. We need to make sure we do not lack the proper tools to follow through with our education to faculty to produce a great learning experience to our students. What the implementation at the University of Calgary did not take into consideration was the increased need for continuing professional development (CPD). Baylor and Ritchie (2002) argued correct teacher training must be taught when technology is involved in the classroom .

#2 Next, we take into consideration the access to WIFI in rural communities and globally. Due to limited connectivity the student’s home in Ireland their students are limited to only using their computers in school. One teacher in post-primary Ireland stated, asking their students to reflect on any type of learning, homework, using their e-portfolios would not be worth it; and their time is limited during school hours to work on their e-portfolios (Brown, Burns, O’Brien, O’Hara, McNamara, & Poole, 2018). When I look at implementing e-portfolios into Respiratory Care I do not believe that my students would get the actual best use out of them if they were limited to to the time they had to reflect on their work. Although, this is an issue I do have to consider. Most of my students to live in very rural areas where they have either satellite internet, little internet, or no internet capabilities. Therefore, when accessing them based on their e-portfolios this would have to be considered.

#3 Last, we need to look at how instructors provide feedback and students spend on their reflections. In a study by Strudler and Wetzel (2011/12) it was found that portfolio reflections are more meaningful if an instructor provides in-depth feedback (Oakley, Johnston, & Pegrum, 2013). My students currently are journaling each week on a set program/portfolio that they pay for once they enter our program. My instructors do not look at their submissions each week, they wait till the end of the semester. Then they are so far behind they give little feedback or even look at them. I am able to review a few and my students are pouring their heart and souls into their reflections of their weeks at clinical and then as the semester gets closer they tend to slack off. I believe this is due to my instructors not providing them the proper feedback that need or expected. I feel like this might be a failed attempt on my part. Therefore, after experiencing building my own e-portfolio, reviewing the researching, and observing my students input I need to educate my instructors on the reasons for effective feedback.

I believe researching different institutions that have went through the implementation of e-portfolios has had me look at a new way to integrate my implementation plan. My students will really benefit from the implementation of eps and I believe if it is done correctly they will receive the best benefits.

References

Andrews, T., & Cole, C. (2015). Two steps forward, one step back: The intricacies of engaging with

eportfolios in nursing undergraduate education. Nurse Education Today, 35(4), 568–572.

https://doi-org.libproxy.lamar.edu/10.1016/j.nedt.2014.12.011

Bair, H. & Mueller, R. A. (2019). Deconstructing the Notion of ePortfolio as a ‘High Impact             Practice’: A Self-Study and Comparative Analysis. Canadian Journal for the Scholarship of             Teaching and Learning, Volume 9 (Issue 3), Pp1-14. Retrieved from URL: https://doaj-

borg.libproxy.lamar.edu/article/77e6fa24df134f0695b6a4a31a854cd4

Blair, R., & Godsall, L. (2006). One School’s Experience in Implementing E-Portfolios: Lessons

Learned. Quarterly Review of Distance Education, 7(2), 145–153. Retrieved from https://search-

ebscohost-com.libproxy.lamar.edu/login.aspx?direct=true

 &db=eric&AN=EJ875029&site=eds-live

Brown, Martin, Burns, Denise, McNamara, Gerry, O’Brien, Shivaun, O’Hara, Joe, Poole, Paige.

         (2018). Challenges and supports towards the integration of ePortfolios in education.

         Lessons to be learned from Ireland. Retrieved from.

https://www.ncbi.nlm.nih.gov/pmc/articles/PMC6275690/

Carl, A., & Strydom, S. (2017). e-Portfolio as reflection tool during teaching practice: The

interplay between contextual and dispositional variables. South African Journal of Education,

(1), 1. https://doi-org.libproxy.lamar.edu/10.15700/saje.v37n1a1250

Feather, R., & Ricci, M. (2014). Use of Eportfolio Presentations in a Baccalaureate Nursing

Program. College Student Journal, 48(4), 549–558. Retrieved from https://search-ebscohost-

com.libproxy.lamar.edu/login.aspx?direct=true&db=pbh&AN=100358652&site=eds-live

Foulkes, J., Scallan, S., Coles, C., & Elmer, R. (2011). Observations on the case for reclaiming

portfolio log entries as assessments for learning. Education for Primary Care, 22(1), 14.

Retrieved from https://search-ebscohost-com.libproxy.lamar.edu/login.aspx?

direct=true&db=edb&AN=58455663&site=eds-live

Kahn, Susan. (2014). E-Portfolios: A Look at Where We’ve Been, Where We Are Now, and      

           Where We’re (Possibly) Going. Retrieved from

        https://www.aacu.org/publications-research/periodicals/e-portfolios-look-where-weve-          been-where-we-are-now-and-where-were

Oakley, G., Pegrum, M., & Johnston, S. (2014). Introducing e-portfolios to pre-service teachers as

tools for reflection and growth: lessons learnt. Asia-Pacific Journal of Teacher Education, 42(1),

36–50. https://doi-org.libproxy.lamar.edu/10.1080/1359866X.2013.854860

Reis, R. (2018). Stanford. Tomorrow’s Professor Postings. The Benefits of E-Portfolios for

       students and Faculty in Their Own Words. REtrieved from

https://tomprof.stanford.edu/posting/954

Swan, G. (2009). Examining barriers in faculty adoption of an e-portfolio system. Australasian

Journal of Educational Technology, 25(5), 627. Retrieved from https://search-ebscohost-

com.libproxy.lamar.edu/login.aspx?direct=true&db=edo&AN=49008594&site=eds-live

Tzeng, J., & Chen, S. (2012). College students’ intentions to use e-portfolios: From the

perspectives of career-commitment status and weblog-publication behaviours. ​British

Journal Of Educational Technology​, ​43​(1), 163-176. doi:10.1111/j.1467-8535.2010.01165.x

Xerri, D., & Campbell, C. (2016). E-portfolios in teacher development: the better option? ELT

Journal: English Language Teaching Journal, 70(4), 392–400. https://doi-

org.libproxy.lamar.edu/10.1093/elt/ccw032

Yang, M., Tai, M., & Lim, C. P. (2016). The Role of e-Portfolios in Supporting Productive Learning.

British Journal of Educational Technology, 47(6), 1276–1286. Retrieved from https://search-

ebscohost-com.libproxy.lamar.edu/login.aspx?

direct=true&db=eric&AN=EJ1116973&site=eds-live

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