Abstract
Using an exploratory case study approach, this chapter examines the use of ePortfolios in three online postgraduate medical sonography programs at the University of South Australia. Students in these programs are required to create and submit digital portfolios as evidence of academic and experiential mastery of sonographer competencies in alignment with the accreditation guidelines of the Australian Sonographer Accreditation Registry. The purpose of ePortfolios in this context is to support student learning and to act as a catalyst for reflective practice. ePorfolios are also used as assessment of learning outcomes, and to track progress of clinical training in sonography. To explain this, the chapter articulates the rationale behind implementation of ePortfolios through a 3-year staged roll-out, support strategies, scaffolding processes and feedback on ePortfolios. Specific implementation strategies, such as identification of specific courses for ePortfolio use, provision of templates of suitable ePortfolio pages as exemplars, and establishment of communities of practice are investigated. Staff professional development, using skills and expertise from the university’s Learning and Teaching Unit and information technology experts is discussed. Barriers and challenges experienced in the development, acceptance and implementation process in this online program are identified, and future plans for progressive implementation and monitoring are outlined.
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Acknowledgements
Grateful acknowledgements to the following: Dr David Birbeck, Jessie Childs, Tracey Johnson, Kate Lamb, Sandy Maranna, Kirstin Marks, Kieron Nolan, Brooke Osborne, Wayne Pedder, Associate Professor Kerry Thoirs, Hayley Timms, and Rob Wood.
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Parange, N. (2017). Embedding ePortfolios in a Postgraduate Medical Sonography Program. In: Rowley, J. (eds) ePortfolios in Australian Universities. Springer, Singapore. https://doi.org/10.1007/978-981-10-1732-2_9
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DOI: https://doi.org/10.1007/978-981-10-1732-2_9
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