Shari Bowker: Establish good feedback practices in your portfolio

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Shari Bowker, MEd, is Learning Designer (ePortfolios) at The University of Queensland in Brisbane, Australia. There she works in the Institute for Teaching and Learning Innovation (ITaLI) and supports educators university wide with implementing portfolios into their classes. In this interview Shari shares why feedback is a crucial component of portfolio practice. She gives examples of a couple of feedback frameworks and how she uses them.
Connect with Shari on LinkedIn
Resources

• Articles and presentations by Shari
  • Bowker, S., & La Burniy, N. (2021, June 24). ePortfolios at UQ - Champagne and papercuts. TELedvisor webinar - includes the diagrams Shari describes
  • Bowker, S., & Slade, C. (2021). Increased student participation in feedback using ePortfolios: Shifting to a new paradigm. 2021 Eportfolio Forum, 2–8.
  • Bowker, S., Slade, C., & Cave, D. (2023). An empirical study of enhanced feedback literacy through ePortfolios in a dietetics postgraduate program. 2023 Eportfolio Forum, 3–8.
  • Cabot, P. J., Bowker, S., & Slade, C. (2023). Leveraging eportfolios to support a learner-centred approach in the Master of Pharmaceutical Industry Practice Program. 2023 Eportfolio Forum, 9–14.
  • Dulfikar, A., Bowker, S., & Slade, C. (2023, October 12). Enhancing self-directed learning through connecting a workplace management system and an ePortfolio platform. 2023 Eportfolio Forum.
  • Elliot, J., Mitchell, K., & Bowker, S. (2022). Reflecting, refining, and resourcing: A framework for building and supporting ePortfolios in a post-COVID19 landscape. AAEEBL ePortfolio Review, 6(2), 27–35.
  • Wozniak, H., & Bowker, S. (2018). Building a scalable ePortfolio based assessment strategy to connect clinical learning experiences: Preliminary lessons. 2018 Eportfolio Forum, 57–64.
• Boud, D., & Molloy, E. (Eds.). (2012). Feedback in higher and professional education: Understanding it and doing it well. Routledge.
• Carless, D., & Boud, D. (2018). The development of student feedback literacy: Enabling uptake of feedback. Assessment & Evaluation in Higher Education, 43(8), 1315–1325.
• Winstone, N., & Carless, D. (2020). Designing effective feedback processes in higher education: A learning-focused approach. Routledge.
• Podcast:
  • Mark Glynn: Take a programmatic approach to assessment with portfolios
  • Kate Mitchell: Deliberate and programmatic design
• ePortfolios Australia
• AAEEBL

Click through to the episode for the transcript.

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Production information
Production: Catalyst IT
Host: Kristina Hoeppner
Artwork: Evonne Cheung
Music: The Mahara tune by Josh Woodward

Kapitel

1. Introduction (00:00:00)

2. Benefits of portfolios (00:04:37)

3. Portfolios at UQ and how they are supported (00:08:38)

4. Change from old to new design (00:12:54)

5. The importance of feedback (00:15:34)

6. Examples of feedback frameworks (00:17:58)

7. Wish to improve feedback literacy (00:30:18)

8. Wish for portfolio platform (00:31:52)

9. Q&A: Words to describe porfolio work (00:34:37)

10. Q&A: A tip for educators and learning designers (00:35:27)

11. Q&A: A tip for learners (00:37:20)