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Virtual hrd and ePortfolios: Higher Education to Workforce Continuum

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Presented at AAEEBL July 2012, this presentation discusses ePortofolios as a microcosm of Virtual HRD. Medical Education is used as an example of the continuum. Conclusions include ethical issues and potential pitfalls when ePortfolios are used for multiple purposes for multiple stakeholders.

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Virtual hrd and ePortfolios: Higher Education to Workforce Continuum

  1. 1. VIRTUAL HRD AND EPORTFOLIOS:TECHNOLOGY AS CONTINUUM FROMHIGHER EDUCATION TO THE WORKFORCEElisabeth E. Bennett, PhDAssistant Professor, Tufts UniversitySenior Fellow, Northeastern UniversityAAEEBL 2012 (updated)
  2. 2. OPENING REFLECTIONComing Crisis in Higher Consider:Education What are the multiple purposes of your ePortfolio programs (or other complex learning systems) if not using ePs)?
  3. 3. To name a few purposes…..
  4. 4. LEARNING & COLLABORATION COGNITIONSKILL-BUILDING, TEAM-BUILDING IDEATION – CREATIVITY ASSESSMENT & EVALUATION STUDENT DEVELOPMENT SHOWCASE FACULTY DEVELOPMENTFACULTY PERFORMANCE REVIEW PROGRAM PERFORMANCE ACCREDITATION COMMUNICATION SURVEYS RESEARCH COMPLIANCE DATA MARKETING
  5. 5. TRADITIONAL HUMAN RESOURCEDEVELOPMENT Training and Development Career Development Organization Development Technology Development - Recently added (Bennett, 2010)
  6. 6. VIRTUAL HRD DEFINEDA media-rich and culturally relevant web environmentthat strategically improvesexpertise, performance, innovation, and community-building through formal and informal learning(Bennett, 2009, p.364)
  7. 7. VIRTUAL HRD INTERSECTS WITHEPORTFOLIOS WHEN…. There are multiple purposes  Example: Student showcase and faculty development (a special kind of HRD) Individual, group, organizational, & potentially societal needs part of the picture ePorfolios tie into other information systems for data integrity and efficiency They are strategic or aligned with goals and mission Interactivity is present
  8. 8. MEDICAL EDUCATION AS A CONTINUUM 7 to 12 years of training Complex funding system Progresses from HE to academic medical centers Dual roles at the graduate level – employee & student Work based learning model Accreditation & outcomes- based Preparation for practice Patient safety and satisfaction
  9. 9. EPORTOFLIOS IN MEDICAL EDUCATION Are starting off as repositories  Test scores and evaluations, procedure logs Increasingly more interactivity (Bennett, McWhorter, & Sankey, 2012)  Mentoring  Identifying learning gaps  Reflection May be tied to other data sources  HCAHPS (patient satisfaction and pay for performance)  Quality and patient safety New: evaluate graduate (GME) candidates on soft skills and reflective practice (Bennett, McWhorter, & Sankey, 2012)
  10. 10. CONCLUSIONS ePortfolios replacing traditional resume, especially in knowledge/creative professions Can be carried/updated across the continuum for lifelong learning and career development  Continuum most prevalent with longitudinal training (medical education, teacher training etc.) ePortfolios can fulfill multiple purposes in a work- setting  Individual  Group  Organization  Society
  11. 11. CONCLUSIONS CONTINUED Tie into diverse information & feedback systems Represent a microcosm of Virtual HRD Ethical issues  Who has access  How information is used  Liability versus learning-from-mistakes in high stakes professions Pitfalls  Ignoring cultural issues, buy-in  Non-strategic busy work  Mixed messages to constituents
  12. 12. REFERENCES Bennett, EE. (2010). The Coming Paradigm Shift: Synthesis and Future Directions in Virtual HRD. Advances in Developing Human Resources, 12(6), 728-741. Bennett, EE & Bierema, LL. (2010). The Ecology of Virtual HRD. Advances in Developing Human Resources, 12(6), 632-647. Bennett, EE. (2009). Virtual HRD: The Intersection of Knowledge Management, Culture, and Intranets. Advances in Developing Human Resources, 11(3), 362-374. Bennett, EE. (2011). Informal Adult Learning in Simulated and Virtual Environments. In Information Resources Management Association (Ed.), Gaming and Simulations: Concepts, Methodologies, Tools and Applications (pp. 1914-1932). Hershey, PA: IGI Global. doi:10.4018/978-1-60960-195-9.ch802 (republished) Bennett, EE, Blanchard, RD, & Fernandez, GL. (2012). Knowledge Sharing in Academic Medical Centers: Exploring the Nexus of Higher Education and Workforce Development. In V.C.X. Wang’s (Ed.), Encyclopedia of E-Leadership, Training, and Counseling (pp. 212-232). Hershey, PA: IGI Global Bennett, EE, McWhorter, RR, & Sankey, HZ. (2012, March). Eportfolios as Virtual HRD: A Review of Literature and Analysis of a Tool in a Graduate Medical Education Program. Abstract in the Proceedings of the 2012 Academy of Human Resource Development Research Conference in the Americas. Denver, CO: AHRD. McWhorter, RR, and Bennett, EE. (2012, March). Facilitating Transition from Higher Education to the Workforce: A Literature Review of Eportfolios as Virtual Human Resource Development. Proceedings of the 2012 Academy of Human Resource Development Research Conference in the Americas. Denver, CO: AHRD.

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