Overview of HRMT Eportfolios
Eportfolios have been fully integrated into the curriculum for the BBA HRMT and Post Bacc HRMT programs since 2010. Each of the 9 HRMT classes has an eportfolio assignment that leads to a final eportfolio assessment as part of the program's capstone course. The eportfolios are primarily for assessment purposes but many students use them as showcase eportfolios to demonstrate the depth of their capabilities in Human Resources Management and provide examples of their work.
All eportfolio assignments have 4 common assessment elements including:
- knowledge documentation - what did I learn?
- learning reflection/journal - what do I think about what I learned/how is it relevant to me?
- toolkit - what will I refer back to to help me apply these learnings in my career?
- Certified Human Resource Professional (CHRP designation) competency evaluation and development plan - how can I demonstrate my competencies in key HR areas and what do I need to do to continue my development?
The use of eportfolios in the program offers benefits to both the students and to the delivery of the progam.
Student benefits include:
- sustained utility of the development activities through the completion of the learning reflection and knowledge documentation elements. Simply put "the learning sticks"
- the development of a “tool kit” that assists with their capstone course and industry project
- the development of a career resource that they take with them as they enter their careers and that supports their early career development.
- the documentation of their work experience and industry based course assignments that they are required to demonstrate to earn the CHRP designation
- initiates the idea and practice of life-long learning in one’s career
- learning to be technologically curious and competent by experiencing new technology and building an understanding of the impact of new technology on workers.
Program delivery benefits include:
- students are better prepared for their capstone course and industry project. Instructional time is spent on project support rather than teaching of fundamental skills. This has increased student success as measured by employment rates - past six semesters 33% of the students secured full-time employment with their project clients
- eportfolio learning is one of the program’s differentiating elements and competitive advantages
- continues to put the HRMT program and faculty in an internal leadership position for program delivery and innovation
Sample 1: Student Portfolio
Students are Introduced to eportfolios through Mahara Bootcamps. These are two hour sessions that orient students to the purpose of eportfolios and provides the technological training required to create their eportfolio. The agenda includes:
- Why we introduced eportfolios
- The benefits to learning and to career development
- Tour of exemplar sites
- Mahara training and the development of a the framework for one eportfolio
- Lessons learned
- How to get help
Mahara Bootcamps are offered at the beginning of each term and scheduled to accomodate class scheduling.
Year-round support is provided through a variety of mechanisms including:
- one Instructor in the HRMT programs is a super-user and answers questions relating to the technology
- all course Instructors answer questions relating to the content of the eportfolio in their course
- a Mahara Help page for documentation
- a Mahara Mentor is identified for most courses. These are students who offer their services to answer questions and trooubleshoot with their classmates
- the Contact Me option within Mahara is referred to the Learning Technology Team to answer questions
Once a student has completed a few eportfolios they are very proficient in Mahara and alot of support happens informly when students are together working on group projects.
Feedback is provided by each course Instructor as the eportfolios are graded assignments requried in each course in the program.
Sample 2: Student Portfolio
The eportfolio initiative in our program is always evolving. We regularly review the approach and assignments to ensure that learning is being enhanced, and make adjustments as necessary.
The next major steps for our eportfolio intiative include:
- integrating mahara into our LMS ( Moodle)
- developing an alumni strategy for eportfolio management
- working with Faculty to develop their eportfolios
Sample 3: Student Eportoflio
We continue to learn with our eportfolio initiative and continually check-in with Faculty and students. The key lessons thus far include:
- the importance of Faculty buy-in. Faculty have to support the purpose and intent of eportfolios for students to fully embrace this approach to learning.
- Articulating the benefits to learning and to early career development repeatedly throughout the program
- Making the assignments as intuitive as possible. We developed a template assignment so that each course eportfolio is similar and the same language is used by all Instructors
- Recognizing the work involved. This is best done by embedding the assignment in the curriculum and ensuring that a fair portion of the course grades are assigned to eportfolio work
- Answering the question, "do we get to keep it when we leave?"
Sample 4: Student Portfolio
Representing Learning Visually - examples
The two infographics below are examples of how students create visual representations of their learning.