Engaging with ePortfolios: Teaching Social Work Competencies through a Program-wide Curriculum

The potential of ePortfolios is derived from a learner’s ability to synthesize learning experiences to better understand how seemingly disparate modalities are connected (Alvarez & Moxley, 2004; Chen, 2009). This is best accomplished through a program-wide implementation of ePortfolios, including providing time for self-directed learning opportunities to become accustomed to the self-reflective practice and online technology. Nonetheless, it remains challenging for program-wide ePortfolios to exist effectively due to the commitment and resources required (Posey, Plack, Synder, Dinneen, Feuer, & Wiss, 2015; Sidell, 2003). Our study examines one approach to alleviate logistical and pedagogical issues that emerge when considering program-wide implementations of an ePortfolio, namely, thorough integration of the ePortfolio within the program. We examine the efficacy of an ePortfolio assignment situated within the online Master of Social Work program at Renison University College that was informed by Bernstein’s learning theory. As part of the program capstone, the ePortfolio is intended to be a synthesizing and culminating learning experience, wherein learners develop their professional self. It is a scholarly and creative collection of diverse artefacts accumulated through course work, a field practicum, and practical experiences. We distill the features and processes that make this ePortfolio assignment unique. Core professional social work competencies are embedded within the ePortfolio and learners are expected to continually reflect on their learning experiences and explicitly connect them to the competencies. Such evidence of learning helps students demonstrate their competence to future employers, and allows for program evaluation to assess student proficiency. Learner-reported survey data collected through focus groups and reviewer surveys are analyzed using a thematic analysis on the effectiveness of the ePortfolio for future careers, as well as the ePortfolio’s ability to encourage the intended outcome of synthesizing all aspects of the capstone experience. Multiple pedagogical benefits exist for incorporating an ePortfolio into a professional program. Le potentiel des ePortfolios dérive de l’aptitude d’un apprenant à synthétiser ses expériences d’apprentissage afin de mieux comprendre comment des modalités qui semblent disparates sont connectées (Alvarez & Moxley, 2004; Chen, 2009). Le meilleur moyen d’y parvenir est de faire appel à la mise en oeuv