Student Collaboration Integrating the Electronic Portfolio with Sakai Online Learning Technology to Assess Student Learning Outcomes for the Didactic Program in Dietetics

Abstract

Text: Undergraduate dietetic students are challenged to demonstrate both academic and professional development in an increasingly competitive environment. Traditionally, students have maintained a hard copy Professional Portfolio beginning sophomore year until graduation. Beginning 2008, students enrolled in the course Professional Dietetics will be expected to use the electronic (e)-Portfolio-Sakai online learning technology to design their portfolio. A Faculty-Student Management Team comprised of the Dietetics Director, a Multimedia Associate, and six undergraduate dietetic students representing various academic levels participated in the development of the dietetics webinterface template to assess student outcome learning based on the Commission on Accreditation for Dietetics Education’s knowledge and skills content areas. The team integrated the Sakai learning system to create an e-Portfolio matrix that enables documentation of student learning based upon faculty-defined student learning outcomes. To assist students in documentation of learning outcomes, the team identified six overarching domains: 1) professionalism and ethics, 2) disciplinary knowledge, 3) multifaceted communication, 4) multidisciplinary teamwork, 5) systematic analysis, and 6) experiential learning. Students are expected to upload faculty designated course assignments into respective domains, catalog their experiential learning activities, and practice reflective thinking about the impact these assignments and experiences have on their learning. The e-Portfolio matrix will allow students to creatively showcase their academic and professional achievements online and allow them to share the contents with a variety of audiences. The matrix will also provide faculty the ability to collect assessment data on student learning outcomes using a systematic, continuous methodology that will subsequently support future programmatic curricular improvements.