Improving Personalized Feedback at the Workplace with a Learning Analytics enhanced E-portfolio

During workplace based learning, e.g. clinical practice or during an internship, there is an urgent need for solutions to restore and to guarantee the quality of feedback for (becoming) professionals. In continuing education at the workplace the use of Electronic portfolios (EPs) is a crucial means for acquiring the requisite professional knowledge and skills. Although EPs provide a useful approach to view each trainee’s progress, often only limited use is made of the rich contextual learning assessment data to support responsive adaptation for more efficient and rewarding training and hence to provide personalized feedback. This contribution advocates that EPs enhanced with a Learning Analytics engine, may increase the quality and efficiency of workplace-based feedback and assessment. This contribution addresses this by outlining an approach that is applied in a European 7th framework project, called WATCHME (www.project-watchme.eu). The aim of the contribution is to provide insight in underlying rationales to improve workplace-based feedback and assessment and how this is applied in an EP environment that is enhanced with Learning Analytics.

[1]  D. Sadler.  Beyond feedback: developing student capability in complex appraisal , 2010 .

[2]  K. Wolf,et al.  Teaching Portfolios: Purposes and Possibilities. , 1998 .

[3]  Doug Clow.  An overview of learning analytics , 2013 .

[4]  Patricia O'Sullivan,et al.  Promoting self-directed learning through portfolios in undergraduate medical education: The mentors’ perspective , 2013, Medical teacher.

[5]  Jon Dron,et al.  How the Crowd Can Teach , 2011 .

[6]  Larry Ambrose,et al.  The power of feedback. , 2002, Healthcare executive.

[7]  Ryan S. Baker,et al.  The State of Educational Data Mining in 2009: A Review and Future Visions. , 2009, EDM 2009.

[8]  M.F. van der Schaaf,et al.  Developing and validating a design for teacher portfolio assessment , 2008 .

[9]  Tanya Elias,et al.  Learning Analytics: Definitions, Processes and Potential , 2011 .

[10]  Menucha Birenbaum,et al.  Toward adaptive assessment — The student's angle , 1994 .

[11]  Agaath Dekker Groen,et al.  Performance standards for teachers supporting nursing students' reflection skills development , 2012 .

[12]  D. Nicol,et al.  Formative assessment and self‐regulated learning: a model and seven principles of good feedback practice , 2006 .

[13]  D. Boud.  Assessment and the promotion of academic values , 1990 .

[14]  Rebecca Ferguson,et al.  Learning analytics: drivers, developments and challenges , 2012 .

[15]  D. Sadler.  Formative assessment and the design of instructional systems , 1989 .

[16]  George Siemens,et al.  Penetrating the fog: analytics in learning and education , 2014 .